A HANDBOOK 

FOR 

ENGLISH TEACHERS 

For Use in the Oklahoma High Schools 



BY 

S. R. HADSELL 

Professor of Enelish in the University of Oklahoma 



Price, 25 Cents 



SCOTT, FORESMAN AND COMPANY 

CHICAGO NEW YORK 



A LIST OF BOOKS FOR THE TEACHER OF ENGLISH OR FOR THE 
ENGLISH LIBRARY 

Twelve Centuries of English Poetry and Prose. Selected and edited by 
Alphonso G. Newcomer, A. M. Leland Stanford Jr. University, and Alice E. 
Andrews, Cleveland High School, St. I'aul. Cloth, 760 pages, $1.75. 

American Literature, Alpbonso G. Newcomer. Cloth, 364 pages, ."^1.00. 

Development of English Literature and Language, A. H. Welsh, A. M. Cloth, 
1 vol., 1,092 pages, $2.25. 

Elements of English Composition, L. A. Chittenden; formerly teacher of Eng- 
lish Composition, Ann Arbor, Mich. Cloth, 174 pages, $1.00. 

'Principles of Vocal Expression and Literary Interpretation, W. B. Chamberlain. 
A. M., formerly of University of Chicago, and S. H. Clark, Ph. B., University of 
Chicago. Cloth, 478 pages, $1.50. 

Dramatization. Selections from English Classics, Adapted in Dramatic Form, 
Sarah E. Simons, Head of the Department of English in the High Schools of 
Washington, D. C, and Clem Irwin Orr, Instructor in English in the Central 
High School, Washington, D. C. 402 pages, price $1.25. Selections for each 
year's work are reprinted separately and may be secured by the teacher for $0.20 
each. 

American Putilic Addresses, Joseph V. Denney, A. M., Ohio State University. 
Cloth, 325 pages, $1.00. A brief Manual on Public Speaking with abundant 
illustrative material. 

Reading Reports, B. A. Heydrick, A. M., High School of Commerce, New York 
City. Paper, 45 pages, $0.15. A blank book with suggestive headings. 

The following Lake History Stories may be of interest to teachers of English : 

Greek Gods. Heroes and Men, Samuel B. Harding, Ph. D., Indiana University, 
and Caroline H. Harding. Cloth, 195 pages, $0.50. For upper fourth or lower 
fifth grade. Useful to the teacher of English for easy review and supplementary 
reading. 

The City of the 8even mils, Samuel B. Harding, Ph. D., Indiana University. 
Cloth, 267 pages, $0.50. For fifth grade. Useful to the teacher of English for 
review of English, for review of the Story of Rome and Roman Legends, and 
for supplementary reading. 

The Story of the Middle Ages, Samuel B. Harding, Ph. D., Indiana University. 
Cloth, 260 pages, $0.50. For upper fifth or lower sixth grade. Useful to the 
teacher of English for historical reviews or supplementary reading. 

The Story of England, Samuel B. and William F. Harding. Cloth, 384 pages, 
$0.60. Maps, outlines, suggestive topics. For sixth and seventh grades, but 
useful to the teacher of English for review of English history and for supple- 
mentary reading. 

The Story of Europe, Samuel B. Harding, Ph. D., Indiana University, and 
Margaret A. Snodgrass, A. M., Shortridge High School, Indianapolis. Cloth, 364 
pages, price $0.60. Useful to the teacher of English for historical review, or 
supplementary reading. 

The following monographs, in which many teachers have found inspiration and 
practical help, are mailed free to any teacher. Please give school address when 
requesting them : 

Marsh's Manual for the Teaching of English Classics. 

Marsh's Suggested Course of Study in English. 

Professor Herrick's Methods of Teaching Rhetoric in Schools. 

Professor Newcomer's Study of English Literature. 

Helpful Questions for American and English Literature. 

An Open Letter from an English Teacher to Professor Newcomer after reading 
hia essay on the Study of English Literature. 

Miss Buck: Make-Believe Grammar. 



A HANDBOOK 

FOR 

ENGLISH TEACHERS 

For Use in the Oklahoma High Schools 



y BY 

S! R. HADSELL 

Professor of Enelish in the University of Oklahoma 



SCOTT, FORESMAN AND COMPANY 
CHICAGO NEW YORK 






Copyright, 1913, 

BY 

Scott, Foresman and Company 



^C1,A856G0G 



TABLE OF CONTENTS 

PAGE 

Introduction 5 

List of Texts and Classics for a Four-Year Course in English 9 

The First Year: 

Specific Aim and General Plans 12 

First Half of Year by Weeks 14 

A Sample Week by Days 15 

A Week of Class Exercises on ' ' The Sketch Book " 18 

Second Half of Year by AVeeks 20 

The Second Year: 

Specific Aiin and General Plans 27 

First Half of Year by Weeks 28 

A Week of Class Exercises on ' ' Silas Marner " 32 

Second Half of Year by Weeks 34 

A Sample Week of Oral Composition 38 

The Third Year: 

Special Aim and General Plans 40 

First Half of Year by Weeks 42 

A Week of Class Exercises on Dramatization 43 

Second Half of Year by Weeks 46 

A Week of Class Exercises on Washington 's ' ' Farewell Ad- 
dress " 49 

The Fourth Year : 

Specific Aim and General Plans 51 

First Half of Year by Weeks 54 

A Week of Class Exercises on Milton 57 

Second Half of Year by Weeks 58 

A Week of Class Exercises on Carlyle 59 

Uniform Requirements for 1915-1919 63 



CLASSICS OUTLINED FOE STUDY IN THIS MANUAL 

Irving 's The Sketch Book 18 

Stevenson 's Treasure Island 23 

George Eliot 's Silas Marner 32 

Shakspere 's As You Like It i 36 

Franklin 's Autobiography 44 

Washington, Webster, and Lincoln Selections 48 

Shakspere 's Macbeth 55 

Milton 's Minor Poems 57 

Carlyle 's Essay on Burns 59 

T^ennyson 's Selected Poems 62 



INTEODUCTION 

This pamphlet gives in detail a plan for the English work during the 
four years of the High School. It is based upon Herriek and Damon 's 
New Composition and Ehetoric, Abernethy's Ainerictm Literature. New- 
comer's English Literature, and the Lake English Classics. It meets the 
requirements of The .Joint Committee on Uniform Entrance Eequirenients, 
and supplements the course in English outlined in the Oklahoma High School 
Manual. In order to prove concrete and definite, this manual considers the 
work week by week, not mechanically, it is hoped, but suggestively. It has 
in view the pupil who will leave school when the course is finished as^well 
as the pupil who will go to college. It means to encourage teachers to do a 
few things thoroughly, with the eye always upon the object of the study of 
English, and it means to help them unify and fit together and emphasize the 
work of the four years. 

Since systems are a means to an end, and are of less importance than 
the W'ork accomplished, the wdse teacher will use such points in this pam- 
phlet as appeal to him, such points as he may adapt to the needs of the 
school and his pupils. He may have three years of English instead of 
four. He may need to fit together the kinds of work he has to do in a 
different way. He may have inherited a course which he cannot revise 
immediately. He may not be able to secure all the books he needs for 
the school library, or for the home readings. But whatever the local 
conditions, it is hoped that even the experienced teacher may find some 
useful hints in this pamphlet, and that the teacher with less experience 
may find liere a guide through the tangled way of text books, classics, and 
theme writing to economic and efficient accomplishment. 

The plan outlined in the following pages provides for the study of 
composition and literature in every week of the High School course, but 
suggests more writing in the first two years than in the last two, and more 
reading in the last two years than in the first two. Moreover, it suggests 
that text books be used intensively for several weeks, and after that for 
reference only, while a classic is read intensively. For example, in the 
first year, this manual suggests that the text book in rhetoric and com- 
position be studied and applied until December, and that after that a 
classic, The Sl'eteh Bool', be read in class. Writing and oral composition 

5 



6 ENGLISH TEACHERS HANDBOOK 

are to be carried on with the study of the text book and with the study of 
the classic. Beyond the intensi\e reading of one classic, or more, each 
half year, this plan provides for free reading, or home reading, or ex- 
tensive reading as it may be called, of classics which are grouped to 
include both poetry and prose and various types of literature. The ex- 
tensive readings are arranged to supplement the text book, and to awaken 
interest in reading. They are adapted to the ages of the pupils. 

The teacher is here allowed considerable latitude in reviews and 
tests. Two weeks are given for review at the end of each half year, but 
the teacher may wish to arrange the time differently. It is assumed, 
however, that reviews will be frequent and thorough. Each week the work 
should be connected with the work of the previous week. Each day the 
work should be related to that of the previous day. Often, written reviews, 
five or ten minutes in length, at the beginning of the class hour, will awaken 
interest and test the pupil's preparation for the day. When sections of 
the ikext book are completed, or when classics studied in class are finished, 
review should be required. 

Although there is provision here for a great deal of writing and speaking 
during the four years, the teacher should not be over burdened with theme 
correcting. No teacher should begin, however, with the idea that the teach- 
ing of English is easy. Much of the composition work should be done in 
class and much of it should be oral. Often, recitations and discussions 
should emphasize oral composition. Many of the written reports on the 
outside reading should be discussed in class. Themes which the teacher 
criticizes outside of the class time he should return promptly. He should 
not forget that criticism is constructive as well as destructive. All themes 
should be collected promptly on the day set for them, so that the pupils 
may be trained to submit work promptly when it is due. The teacher should 
make provision for personal conferences with pupils on both themes and 
reading at regular intervals. Some of the themes may be read for the first 
time by the teacher in the pupil's presence. 

The attention of the teacher of literature is called to the value of 
dramatic interpretation in making literary masterpieces real to the class. 
Suggestions are made here and there in this pamphlet for the dramatizing of 
scenes, or for the representation in action or tableau of interesting portions 
or adaptations of classics. In this connection the teacher will be interested 
in Dramatization, Selections from English Classics Adapted in Dramatic 
Form, by Sarah E. Simons and Clem Irwin Orr (Scott, Foresman and 
Company, 1913). The book contains dramatizations for each year of the 
High School course together with suggestions for class or public produc- 
tion. Portions of the complete book are reprinted in pamphlet form so that 



ENGLISH TEACHERS HANDBOOK 7 

the teacher may secure, for twenty cents, selections for each year. These 
will be useful if he wishes each pupil to procure a copy for memorizing a 
part when the dramatizations are acted. Classics which have been dram- 
atized by these authors are starred in the lists of classics given in later 
pages of this manual. 

The success of the teacher may depend a great deal upon efficient manage- 
ment of the cost of books in the English course. Pupils are often unable 
to buy all the books the teacher would like them to have. Because of the 
number of books he must buy each year, the parent may be unwilling to 
cooperate with the English teacher. But the course here outlined need not 
be too expensive. In the first year, for example, the pupil would need to 
buy, in addition to his text book, one classic in December for class use, and 
one in April. He may need several classics for home reading if the school 
library does not supply them, but by buying one or two, he may exchange 
with other members of the class when he has read the books he has pur- 
chased for himself. By means of school entertainments, duplicate copies 
of classics may be purchased for the school library. Some of the public 
presentations of the dramatizations may be utilized to secure books for the 
library. Pupils should be encouraged to buy selections for the extensive 
reading with their own money. The local book stores should be encouraged 
to keep a supply of English classics used by the High School on hand. The 
school board should be urged to equip the library completely; par- 
ticularly with duplicate copies of the boo£s which are often in demand. 
The teacher of English should be as much interested in adequate equipment 
as the teacher in the laboratory. The superintendent and the school board 
will be glad to supply reference books, maps, and charts, and perhaps even 
projection apparatus for slides and opaque objects, if the English teacher 
will demonstrate their value. 

It is the purpose of this manual to suggest to the teacher of English a 
definite aim, for the teacher with an aim will enjoy his work and the pupil 
who is given an aim will be willing and enthusiastic. At no time in the 
course should the teacher or the pupil drift. Sometimes, because the teacher 
neglects the work near at hand, pupils come to college who cannot spell, 
punctuate, or write a plain declarative sentence; sometimes for the same 
reason, students graduate from college with the same faults. It is the 
opinion of the author of this pamphlet that by the time the pupil finishes the 
High School, whether he goes into business or into college, he should be able 
to speak and write correctly and effectively whenever in his ordinary life 
he needs to speak and write. He should know well the important American 
and English writings and writers, and the chief facts of American and 
English literary history. He should have some conception of the rules for 



8 ENGLISH teachers' HANDBOOK 

the construction of the various literary types just as he has a conception 
of the rules for football or baseball or basket-ball. He should know how to 
read and he should like to read. His taste should be developed beyond that 
of the careless untrained reader, because his association with the classics and 
with an enthusiastic teacher should awaken in him an appreciation of the 
good in literature. 

In order to emphasize the fact that the teacher of English should keep 
the result of his teaching in mind, and in order to put clearly before inex- 
perienced teachers the ideals of experienced leaders, the following sugges- 
tions from the report of the Committee on English to the North Central 
Association of Colleges and Secondary Schools are reprinted here: 

"Preparation in English has two main objects: (1) command of correct 
and clear English, spoken and written; (2) ability to read with accuracy, 
intelligence, and appreciation. 

"The first object requires instruction in grammar and composition. Eng- 
lish grammar should ordinarily be reviewed in the secondary school ; and 
correct spelling and grammatical accuracy shoiild be rigorously exacted in 
connection with all written work during the four years. The principles 
of English governing composition, the use of words, paragraphs, and the 
different kinds of whole composition, including letter-writing, should be 
thoroughly mastered; and practice in composition, oral as well as written, 
should extend throughout the secondary school period. Written exercises 
may well comprise narration, description, and easy exposition and argument 
based upon simple outlines. It is advisable that subjects for this work be 
taken from the student 's personal experience, general knowledge, and studies 
other than English, as well as from his reading in literature. Finally, 
special instruction in language and composition should be accompanied by 
concerted effort of teachers in all branches to cultivate in the student the 
habit of using good English in his recitations and various exercises, whether 
oral or written. 

' ' The second object is sought by means of two lists of books, headed 
respectively READING and STUDY, from which may be framed a pro- 
gressive course in literature covering four years. In connection with both 
lists, the student should be trained in reading aloud and be encouraged 
to commit to memory some of the more notable passages both in verse and 
in prose. As an aid to literary appreciation, he is further advised to 
acquaint himself with the most important facts in the lives of the authors 
whose works he reads and with their place in literary history. 

"EEADING: The aim of this course is to foster in the student the 
habit of intelligent reading and to develop a taste for good literature, by 
giving him a first-hand knowledge of some of its best specimens. He should 



ENGLISH TEACHERS* HANDBOOK 9 

read the books carefully, but his attention should not be so fixed upon details 
that he fails to appreciate the main jjurpose and charm of what he reads. 

"STUDY: This part of the requirement is intended as a natural and 
logical continuation of the student 's earlier reading, with greater stress 
laid upon form and style, the exact meaning of words and phrases, and the 
understanding of allusions. ' ' 

The following pages in this pamphlet are an attempt to help the teacher 
realize these ideals in practice. 

A LIST OF CLASSICS TO BE USED IN CONNECTION WITH TEXT 
BOOKS IN THE HIGH SCHOOL COUESE 

First Year 

First Half. Herrick and Damon 's New Composition and Bhetoric, Chap- 
ters I-VII. Irving: The Sketch Boole.. 

Second Half. Herrick and Damon 's New Composition and Bhetoric, Chap- 
ters, VIII-XI. 
*Stevenson: Treasure Island. 

(suppleiSentary reading for the year) 
Two novels from this list: 

*Cooper: The Last of The Mohicans. 

*Scott : Ivanhoe. 

Defoe: Bohinson Crusoe. 

Parkman: The Oregon Trail. 

Dickens: A Christmas Carol. -f 

One of these plays: 

Shakspere: The Merchant of Venice. 

A Midsximmer Night 's Dream. 
One of these units of poetry: ,,, 

Scott: The Lady of the Lale. 

Coleridge: The Ancient Mariner, and 

Lowell: The IflSion of Sir Launfal. 

Three American Poems: The Baven, Snowbound, and The 

Courtship of Miles Standish. 

Second Year 
First Half. Herrick and Damon's New Composition and Bhetoric, Parts 
Two and Three. 
*George Eliot: Silos Marner. 



/ 



* Classics reprosenti^d in Himons nml Orr's Draniali^aiion. 



10 ENGLISH teachers' HANDBOOK 

Second Half. Herrick and Damon 's New Compositioii and Bhetoric, Part 
Four. 
Shakspere: As You Like It. 

(supplementary reading for the year) 

Two from this list: 

*Dickens: A Tale of Two Cities. 

Stevenson: An Inland Voyage and Travels with a Donkey. 

*Irving: Tales of a Traveller. 

Bunyan: Pilgrim's Progress. 

Gaskell : Cranford. 
Two from this list: 

Shakspere: Julius Caesar. 

Tennyson: The Princess. 

Shorter English Poems: From Gray, Goldsmith, Byron, 
Macaulay, Arnold. 

Seott: The Lay of the Last Minstrel. 

*Pope: Selections from the Iliad. 
One from this list: 

Lamb: Essays of Elia. 

Macaulay: Goldsmith, Frederic the Great and Madame 
D 'Arhlay. 

Third Year 

First Half. Abernethy's American Literature, Chapters I-IV, with supple- 
mentary readings from classics and from the library. 
Franklin 's Autohiography. 
Second Half. Abernethy's American Literature, Chapter V to the end. 
Selections from Washington, Webster, and Lincoln. 
Herrick and Damon's New Composition and Rhetoric, Part 
Five, if the teacher desires it and has time for it. 

(supplementary reading for the year ) 
Three of the following from American literature: 
*Longf ellow : Narrative Poems. 
*Poe: Poems and Tales. 
Irving; Oliver Goldsmith. 
Emerson: Essays and Addresses. 
*Hawthorne: Ttcice-Told Tales. 

The House of the Seven Gables. 



ENGLISH teachers' HANDBOOK 11 

Three of the following from English literature: 
Shakspere: Twelfth Night. 

Henry V. 
Burke : Speech on Conciliatio)i with America, 
Maeaulay: Addison and Johnson. 
Addison: The Sir Roger DeCoverley Papers. 
*Goldsmith: The Vicar of Wakefield. 

Fourth Year 

First Half. Newcomer's English Literature, Chapters I-XI. 

Shakspere: Macbeth. 

*Milton: L' Allegro, II Penseroso, Comus, and Lycidas. 
Second Half. Newcomer 's English Literature, Chapter XII to the End. 

Carlyle: Essay on Burns. 

Tennyson : Selected Poems. 

( SUPPLEMENTARY READING FOR THE YEAR ) 

Two novels: ' 

Scott: Quentin Durward. 
Dickens: David Copperfield. 
*Thackeray: Henry Esmond. 
Two essays: 

DeQuincey : The Flight of a Tartar Tribe. 

Joan of Arc and Selections. 
Maeaulay: Clive and Hastings. 

Milton and Addison. 
Thackeray : English Humorists. 
Euskin: Sesame and Lilies. 
Two units of poetry: 

*Chaueer: Selections. 

Shakspere : Hamlet. 

Milton: Paradise Lost, Book I and 11. 

Dryden: Palamon and Arcitc. 

Browning: Selected Poems. 

*Palgrave: Golden Treasury. 



THE FIRST YEAE 

Specific Aim 

In writing and speaking : Correctness in spelling, punctuation, sentence 
making, and letter ivriting. Neatness. Habits of punctuality in the prep- 
aration of lessons and written work. 

In reading: Interest. TntelUgent reading. Increased correctness in 
writing and speaking as a result of reading. 

CLASS WORK : In the first half of the first year, Herrick and Damon 's 
New Composition and Bhetoric may be completed through Chapter VII. 
Then the text may be used for reference and review only, while the greater 
portion of the class time is given to Irving 's Sketch Book. In the second 
half of the first year, the text may be studied from Chapter VIII to Chapter 
XII. Since this part of the text deals with the sentence and matters of 
grammar, this is a convenient time to conduct a general grammar review. 
A text book in grammar may be used if the teacher desires. In the 
last six Aveeks of the term, approximately, the class time may be given 
to a study of Stevenson's Treasure Island. The teacher may have 
composition work done in class under his personal direction often, may have 
reviews and tests as he likes, and may consider themes in class as he pleases. 

Some time should be taken this year, especially in the first w-eek, to 
arouse interest in the English work. The teacher may well discuss with the 
class the practical value of learning to write and speak well. He will find 
it easy to point out the practical uses which a pupil may make of the study 
of English in school life. It will help him in his preparation of lessons, 
because by means of it he will soon learn to distinguish main thoughts 
from subordinate thoughts, and because in his reading of his text books 
he will soon notice that each paragraph contains one important point or 
topic. It will help him in his oral and written recitations by assisting 
him to make himself understood. It will help him in the literary society. 
It will help him in his work upon the school paper. It will cause him to 
grow in thought power. 

The class may also discuss with the teacher the practical use of good 
English in business and in the professions. The merchant needs to know how 
to write clear, forceful letters, how to make clear contracts, and how to ex- 
plain in a convincing, interesting way the merits of his goods. Traveling 
salesmen need to know the principles of argumentation. In the commercial 
club, upon the council, and upon the school board, for example, the citizen 
needs to know how to use his mother tongue with good effect. The engineer 
needs to know how to explain his proposition for city waterworks or an 
interurban railway. The lawyer needs to know how to weigh and value 
evidence and how to address a jury. The teacher of any subject needs to 
set a good example, and he, as well as all other business and professional 
men, may need to know how to write a good letter which will secure him 
a better position. The doctor has need of effective expression when he comes 
to explain his ideas to the public upon a measure for the protection of 
public health. Socially, the business man and the professional man need to 
be cultivated, interesting talkers. 

The discussion may turn upon the value of the study of literature. 
Pupils will see. that in association with cultivated people, it is of practical 
value to know the books and writers which educated people know and enjoy. 

12 



ENGLISH teachers' HANDBOOK 13 

They may be brought to see also how they may widen their horizon and 
enrich their lives through the study of literature, and how through it they 
may learn to appreciate literary art and such kindred arts as music, paint- 
ing, sculpture, and architecture. They may be brought to see that m the 
pages of books they meet the great thoughts of great men, and that by 
reading they may develop taste and appreciation of the beautiful, the true, 
and the good, through inspiring lessons concerning people and life. 

THEME WORK: The written work will be done mainly outside the 
class except that the teacher may vary the exercises by short themes pre- 
pared during the class hour. Oral themes may be called for at frequent 
intervals in place of written work. Eecitations and discussions may be in 
the nature of oral composition also. The theme which is prepared at home 
or outside the class, may be called for each week on Friday, or if the 
teacher likes, on Monday. It is well to have a regular day for the outside 
themes, and it is of great importance to insist that the themes be submitted 
promptly when they are due. The weekly themes should be written neatly, 
on theme paper, in ink. Two pages of theme paper, 150 to 400 words, is 
a good length. , , , . ^ ,, i- j- 

It will be well for the teacher to be on the lookout at all times lor 
errors in spelling and punctuation and grammar, but he should direct his 
energies in theme criticism mainly to matters which the class is discussing 
at the time, and in the first year particularly, to arousing interest. Cold, 
unsympathetic criticism will increase a natural dislike for writing. 

OUTSIDE READING : The pupils will carry on reading m the school 
library or at home throughout the year. They will be given freedom to 
enioy what they read, but they will be held responsible for reports, either 
written or oral, regularly. The teacher should give out the list of supple- 
mentary readings the first day and explain that pupils will be asked to read 
in the veor, two novels, one play, and one unit of poetry outside of class. 
In the first week, he should try to awaken interest in the readings. To do 
this he mav explain the general nature of the classics in the assignment 
and' may tell the class what books he himself has enjoyed and what par- 
ticular details have interested him. He may give the class some idea of 
what to look for in each book. The list suggested for the first year follows: 
Two Novels from this list : 

*Cooper: The Last of the Mohicans. 

*Scott:' Ivanhoe. 

Defoe: Eohinson Crusoe. 

Parkman: The Oregon Trail. 

Dickens: A Christmas Caroh 

One of these Plays: 

Shakspere: The Merchant of Venice. 

A Midsummer Night's Dream. 
One of the folloicing tmits of Poetry: 
Scott: The Lady of the Lake. 
Coleridge: The Ancient Mariner, and 
Lowell: The Vision of Sir Launfal. 

Three American Poems: The Baven, Snoivbound, The 
Courtship of Miles Standish. 

* Classics represented in Simons and Orr's Dramatization. 



14 



ENGLISH TEACHERS HANDBOOK 



The reports on the outside reading may be themes or special reports 
kept in a notebook. (The teacher may be interested in A Blank Book with 
Suggestive Headings for Beading iteports, by B. A. Heydrick. — Scott, 
Foresman and Company.) The teacher will find a notebook convenient 
to keep account of each pupil's reading. Pupils, however, may come to 
dislike literature if they are required to make notes while they are reading. 
This danger may be avoided by requiring them to record their impressions 
only after they have completed the book, or a considerable portion of it. 
The teacher may call for this written work on a portion of the book at any 
time. The pupil makes the report to fix the reading more firmly in mind, 
and to let the teacher know that he is reading in the right way. Some 
reports may be oral, some may be dramatizations of parts of books, some 
may be worked out according to a scheme prepared by the teacher whose 
purpose is to get the pupil to look for the right things. The following 
is suggested as a pattern which the teacher may adapt to his uses and to 
the various kinds of books which pupils read. 

Answers to the following questions should be written out in paragraphs: 

(1) Tell in your own words, frankly, what you think about the book. 
Did you like it? Did you notice any well written passages which you think 
worth describing or quoting? Did the book give you any new thoughts? 
What thoughts? Have you any comment upon the setting or upon the 
characters? 

(2) Who is the author? (A short paragraph of well selected biography 
is desired.) 

(3) When did he write this book and under what circumstances? 

(4) Tell in your own words what the book is about. Do not make a 
formal abstract or summary, and do not attempt to tell the plot in detail, 
but imagine you are trying to get some one who has never read the book 
interested in it. 

THE FIRST YEAR BY WEEKS 
(FIRST HALF YEAR) 
FIRST WEEK 
Specific aim of the week : Awakening interest in icork in English. 



EECITATIOXS 

Text, Chapters I, II. 

The teacher should take time 
this week to outline the work of 
the year in a general way and to 
arouse interest in the subject. (See 
introduction to the work of this 
year, "Class Work," pp. 12 and 
13.) 

The teacher should devote a day 
to explaining and discussing with 
the class the outside reading. (See 
introduction to the work of this 
year, "Outside Reading," p. 13.) 



WRITTEN WORK 

A short autobiog- 
raphy, limited to the 
school life of the 
pupil. The theme is 
due Friday of the 
first week. It is to 
be 150 to 350 words 
long. Theme sug- 
gestions : My Most 
Interesting School 
Days ; My Previous 
Training in English ; 
Why I should Study 
English ; or Exer- 
cises B. I-IV (Text, 
pp. 30-33). 

Pupils may make 
titles to fit their 
themes. 



EEADINQ 

Give out and ex- 
plain the readings 
for the year. As- 
sist pupils to make 
choices if they ask 
for help. 

Notice selections 
quoted or mentioned 
in the text. 



• It is assumed that text books will be used as n basis for discussion. 



ENGLISH TEACHERS* HANDBOOK 



15 



SECOND WEEK 

Specific aim: Awakening pupils to the necessiti/ of personal knowledge and 
experiences tn themes, and awakening a desire in them to increase their knowl- 
edge and experience. 



WRITTEN WORK 

A short theme on 
a subject suggested 
by the class discus- 
sion. 



READING 

Home reading. 



RECITATIONS 

Text, Chapter III. 

Such exercises from the text as 
the teacher desires to use. See 
Questions I-VI (Text, pp. 41-43) 
and Exercises I, IX, X. and XI 
(Text, pp. 43-46) in addition to 
suggestions in the sample week 
below. 

Discussion of subjects for 
themes. 

A SAMPLE WEEK OF DAILY WORK— SECOND WEEK 

Monday : Themes handed in on Friday of last week may be discussed and 
criticized. Some of them may be put aside by the teacher for use in the 
fourth week when narrative exercises are required. The teacher should look 
over the themes rapidly before class time and select those suitable to the 
object of the class discussion. A few of the careless, badly written themes 
may be considered briefly. Some of the natural, interesting themes in which 
interesting details are selected may be commended. The teacher may read to the 
class the subjects or titles of all the themes and allow the pupils 'to select the 
papers they wish to hear read. The teacher should try to get each pupil to take 
a critical interest in his own theme. Good feeling should be the dominant note 
in the criticisms and discussions. The class talk should lead to the conclusion 
that simple, natural themes upon familiar subjects are interesting and that there 
is plenty to talk and write about for those who have eyes that will see and ears 
that will hear. These first themes may suggest to the pupils and to the class 
what subjects certain individuals in the class are likely to succeed with. For 
example, the boy who writes that he has always gone to school in the country 
may be awakened to the fact that some of his experiences are unusual. He 
may have lived on a ranch. He may have lived or gone to school in a sod 
shanty. He may have been at school when the cyclone struck his neighborhood. 
He may have been kept away from home all night by the fiood in the river, and 
so on. When the class meets on Tuesday pupils may be asked to suggest a num- 
ber of subjects in connection with sections 1 and 2, in Chapter III of the text 
(pp. 34, 3.5). Recitations and discussions this week on Chapter III, text. 

Tuesday : Discussion of subjects drawn from the actual experiences of the 
pupils, or based upon their other studies. The lists of subjects asked for at the 
last recitation may be taken up for discussion. Subjects that appeal to members 
of the class may be expanded somewhat in class ; teacher and pupils may point 
out their possibilities. The Vacation Trip to Colorado, the Indian Sun Dance, the 
Green Corn Dance, Chopping Cotton, Camping Out, Helping Market Watermelons 
or Elberta Peaches, The Round Up, A Visit to the Ranch, Learning to Run a 
Motor Cycle, Learning to Swim or Row, Three Moving Picture Shows in One 
Evening, — such subjects may be mentioned, in order to bring out others. The 
work of the day will aim at encouraging the pupils to talk freely about what 
they know or wish to learn. 

Wednesday : Subjects from readings discussed : that is subjects suggested by 
the outside readings, newspapers, magazines, etc. Some attempt may be made to 
classify the subjects discussed, as narrative, descriptive, expository, or argu- 
mentative. The object of the recitation, like that of the recitation on 
Tuesday, is to encourage pupils to be alert in the quest for subjects, and to take 
an interest in self-expression. Each pupil may discover that he knowe some- 
thing someone else would like to know. The teacher should make each pupil feel 
that his ideas, no matter how crude at first, are acceptable. • 

Thursday : The possibilities of the different kinds of material may be dis- 
cussed. The teacher may get help by reading over before class time Part Five 
of the text. The idea is to develop some conception of the rules or requirements 
of each form. The pupils will deal chiefly with simple narrative and descriptive 
themes during this year, and these forms should be considered at more length 
now than the others. The teacher may suggest that there are family stories, 



-^g ENGLISH teachers' HANDBOOK 

Sid occupy half of the cl^s time tho^je ^^^^ ^^^^^^.^^ ^^.^,^,^3^. 
to discussion of the tnemeb auu 

THIRD WEEK 
. .- ^i thr „rffs-.si7(/ of havinff cJefinite, concrete suh- 



KKCITATIONS 

Tpxt Chapter IV. 
Exercises under Chapter IV. 
Friday, a theme in class. 



WRITTEN WORK 

On Friday a theme 
in class. The Exer_ 
cise on page 58 ot 
the text is good. 



READING 

Pupils should no- 
tice in their reading 
the writer's choice 
of a subject and his 
interest in his sub- 
ject. 



FOURTH WEEK 
incorrect folding and endorsing. 



Text Chapter V. „, 

nuc ission of themes ; some of 
the themes Vthe first week-may 
he treated now as examples of 
simp'e narration. The class may 
nntP naners which make a good se- 
lection of poTnts. The teacher may 
ndicate what experiences are like- 
ly to be worth expanding mto 
themes later. 



No theme other 
than the reading re- 
port ; it is due on 
Friday, even if tne 
long books in the as- 
signment are not 
completed. Pupils 
should choose one ot 
tho short books at 
first, if possible. 

If the teacher likes, 
this report may be a 
dramatization. (&ee 
lianhoe. p. 23, Part 
I, and T7ie Last of 
the Moliicans, p. U, 
Part 11, Simons and 
O r r ' s Dramatiza- 
tion.) 



First report on 
outside readings. 



FIFTH WEEK 
and folding themes 



WTTPvcises under Chapter V, text. 

Sicussfon of the themes of the 
first week may be completed Dis- 
cussion of the reports from last 
week. 



Outline or plan, 
for a narrative 
theme suggested by 
exercises in the text 
(pp. 81-84). Some of 
the experiences sug- 
gested by the first 
themes may be ex- 
panded into short 
narratives. 



Pupils may be 
asked to watch nar- 
rative passages in 
the outside readings. 



ENGLISH teachers' HANDBOOK 



17 



SIXTH WEEK 
Specific aim : Drill in planning expository themes to develop orderly thinking. 



RECITATIONS 

Text, Chapter VI. 

Selected themes from the preced- 
ing week discussed in class. The 
teacher may select the best themes, 
or the pupils may choose, after 
hearing titles read, which themes 
they wish to hear. 



WRITTEN WORK 

A theme from some 
suggestion in the 
text Exercise VIII 
(p. 84) is good. 



READING 

Home reading. 



SEVENTH WEEK 

Specific aim : Drill in planning expository themes to develop clear, orderly 
thinking, and an approach to paragraphing through dividing subjects into logical 
parts. 



Text, Chapter VI. 
Themes written the preceding 
week discussed. 



A plan or simple 
outline for an ex- 
pository theme. Let 
the pupils avoid gen- 
eral and moralizing 
themes. Let them 
explain something 
they know about. 
See Exercises, Text 
(pp. 104, 105). 



Pupils should no- 
tice the organization 
of books or chapters 
they are reading. 



Specific aim : 



EIGFITH WEEK 
Application of the principles of planning to oral composition. 



Oral reports on a second book 
on the free reading list. 

Exercises in Chapter VI of the 
text. 



The composition 
work this week con- 
sists of oral reports 
in class on the out- 
side readings. ( See 
Second Year, thirty- 
fourth week, for sug- 
gestions.) 



NINTH WEEK 
Specific aim : Development of the paragraph idea. 



Reading reports ; 
a portion of the 
book, if the book is 
long. 



Text, Chapter VII. 



Several short 
themes, a paragraph 
in length ; or Exer- 
cises (pp. 116-126). 



Free reading. Pu- 
p i 1 s should notice 
division of subject 
matter, and individ- 
ual paragraphs that 
seem to be well writ- 
ten. 



Specific aim : 



TENTH WEEK 
Further development of the paragraph idea. 



Themes of last week discussed 
in class. Some of the short themes 
should be copied on the board by 
the pupils. 

A few themes, a paragraph in 
length, may be written in class. 



Exercises of Chap- 
ter VII (pp. 126, 
127). 



Assign for general 
reading a Biography 
of Washington Irv- 
ing. The material in 
The Sketch Book 
♦(pp. 7-24) will be 
of assistance. 

* Unless otherwise noted page references are to The Lake English Classics. 



18 



ENGLISH TEACHERS HANDBOOK 



ELEVENTH WEEK 
Specific aim : Paragraphiiui reviewed through discussions and through the 
longer theme divided into paragraphs. 



RECITATIONS 

Subject matter of Chapter VII 
still furthei- applied. 



WRITTEN WORK 

A weekly theme, 
carefully divided 
into paragraphs, on 
a subject related to 
Thanksgiving ; about 
two pages of theme 
paper. 



READING 

Free reading. Pu- 
p i 1 s should notice 
paragraphing. Ask 
pupils to comment 
in class upon the 
paragraphs or para- 
graphing they have 
noticed. 



TWELFTH WEEK 
Specific aim : Enforcement of the idea that a ivell chosen subject is the founda- 
tion of a theme, and that planning beforehand is important. Lead pupils to see 
that careful icriters group their thoughts into paragraphs. 



Consider themes of last week 
and review. 

Friday, a written test on the 
subject matter of the text. 



A test on Friday in 
place of the theme. 



THIRTEENTH WEEK 
Specific aim : Awakening interest in Irving and his work. 



Begin Irving's The Sketch Book. 

Keep the text in "Composition 
and Rhetoric" at hand for ref- 
erence and review. 

The class may begin with old 
favorites like "Rip Van Winkle" 
(p. 75), even if this has been read 
before. Read also "The Author's 
Account of Himself" (p. 46). 



Theme from The 
Sketch Book, or sug- 
gested by it. 

Suggestions : My 
Impression of Irv- 
ing ; Irving the 
Lover ; Irving's 
Home, Sunnyside : 
Irving Compared 
with Addison or 
Steele ; The Back- 
ground of Irving's 
American Stories. 



Ask pupils to no- 
tice paragraphing 
and paragraph struc- 
ture in their outside 
reading. Have them 
comment on this in 
class. 



Ask pupils to com- 
pare what they 
are reading with 
Irving's writings. 



A SAMPLE WEEK OF CLASS EXERCISES ON THE SKETCH BOOK- 
THIRTEENTH WEEK 

Monday : Awaken interest in Irving and his work by discussing his life and his 
personality. Relate Irving and his work to what the class is doing by showing 
that he met the same problems in writing that the pupils are meeting. Recite 
bv topics upon the biography in the introduction (pp. 7-24). Assign for reading 
and discussion the "Preface to the Revised Edition," and "The Author's Account 
of Himself" (pp. 39-49). 

Tuesday: Note the humor in the first paragraph (p. 46). Note the apparent 
friendliness of the writer. Notice the length of the last sentence in the first para- 
graoh on page 47. Note the use in this sentence of semicolons, and note what is 
called parallel construction. See if this sentence has climax, and note how the 
parts are arranged. Is the object of Irving's travels as indicated in the paragraph 
at the top of page 48 a worthy object ? What does the writer say in the last para- 
graph (pp. 48. 9)? Note the use of semicolons in the last sentence. What is 
The Sketch Book to be like? Is the title well chosen? Look through the book 
rapidly at the subjects chosen by Irving. Show how he wrote upon subjects that 
interested him, subjects within his own experience, and show how willing he 
seems to be to increase his experience. Discuss the possibilities of a theme, two 
pages long, on The Sketch Book. Assign a theme for Friday. (See Suggestions 
in the outline above.) Assign for Wednesday another old favorite, "The Legend 
of Sleepy Hollow" (p. 411). 

Wednesday : Begin the reading and discussion of "The Legend of Sleepy 
Hollow." Pupils will enjoy a discussion of something they have read before just 



ENGLISH teachers' HANDBOOK 



19 



as children enjoy the repetition of favorite fairy tales. Review the geography of 
the Hudson River. By means of folders of railway and steamboat lines and 
pictures the class may take an imaginary trip up or down "the Rhine of America." 
Read aloud all the story if possible ; at least as far as the class can read in 
the hour. Note the leisurely self-contained manner of the story teller. Note 
his whimsical humorous descriptions of people and places. Show how he appeals 
to what his readers have seen, tasted, smcUed, and felt. Stop long enough for 
pictures like that of the Van Tassel homestead (p. 421) to be fully realized. In 
this paragraph of description call attention to similes in which the author con- 
nects the unknown with the known — that is, his experience with the reader's 
experience. If the pupils know the plot or action already, they will be inter- 
ested in this reading, not in the plot alone, but in the setting, the work of 
characterization, and the evident characteristics of the author's style as well. 

Assign "Rip Van Winkle" (p. 75), for Thursday. Assign also "Peter Klaus" 
(Editor's appendix, p. 457). 

Thursday : Give the class time to "Rip Van Winkle." Have some pupil 
tell the story of "Feter Klaus." Have others tell in turn, parts of "Rip Van 
Winkle" for comparison. Who is Diedrich Knickerbocker? Read as much of 
the story aloud as the time will permit. Encourage pupils to talk about it. 
Lead them to call, attention to any matters that catch their attention. Talk 
together about the possibilities of acting this story or of giving it in tableaux. 

Assign for Friday, "The Voyage" (p. 50). 

Friday : Distribute, at the beginning of the class hour, sheets or half sheets 
of blank paper. Write one question on the blackboard, and give the class five 
minutes to write upon the question. Let it be about "The Voyage." The follow- 
ing are suggestive questions : 

What story did the Captain tell? 

Describe the scene when the vessel landed. 

Give in your own words Irving's impressions of the sea. 

What were Irving's feelings on losing sight of land? 

Check over with the class the themes handed in. See that they are all in. 
Consider the subjects and let the class say which of them they wish to hear 
read aloud and discussed. 



FOURTEENTH WEEK 

Specific aim : Increasing interest in Irving's writing. Showing that Irving 
met problems in his writing such as pupils meet in their tcriting. 



RECITATIONS 

The teacher should have at 
band the Teacher's Manual for 
the Study of English Classics, by 
George L. Marsh, which will be 
sent on request by the publishers, 
Scott, Foresman & Co. 

See if Irving applies to his 
writing the principles of rhetoric 
which were studied earlier by the 
class. 

Make an outline of Rural Life 
in England (p. 107). 

Test the division of Rural Eng- 
land into paragraphs and test 
separate paragraphs in the same 
selections. 

Read "Christmas" (p. 237). 



WRITTEN WORK 

A weekly theme 
on a subject sug- 
gested by the class 
study. (See the 
Marsh Manual for 
other theme sugges- 
tions.) 

Suggested sub- 
jects:. Christmas 
Dinner. 

Description of 
some Village Char- 
acter like Rip Van 
Winkle, or Ichabod 
Crane. 

Your own version 
of the story of the 
Headless Horseman 
of Sleepy Hollow. 



BEADING 

Free reading. En- 
courage pupils to 
look for qualities in 
other writers which 
they see in Irving. 



Specific aim 
reading. 



FIFTEENTH WEEK 

Comparison and contrast of the outside reading with the olasi 



"The Stage Coach" (p. 244) 
and other Christmas pieces (pp. 
244-298) in The Sketch Book. 



A written report 
on the outside read- 
ings. 



Free reading. The 
reading should b« 
completed for the 



20 



ENGLISH teachers' HANDBOOK 



RECITATIONS 

Read aloud. 
Use the dictionary- 
See that pronunciation is cor- 
rect. Note variety of sentence 
structure. 

Compare "The Christmas Din- 
ner" in The Sketch Book, (p. 
281), with "The Crat chit's 
Christmas Dinner" in A Christ- 
mas Carol (p. 79). 

Consideration of themes of last 
week. 



WRITTEN WORK 

The pupil may 
compare in a por- 
tion of his report 
what he is reading 
outsidie with what 
the class is reading. 

A dramatization 
of a portion of the 
book may be planned 
by the teacher and 
the pupils, if the 
teacher desires. 



READING 

first half. Those 
who have time may 
read more in The 
Sketch Book than 
will be read in class. 



SIXTEENTH WEEK 

tcriting and speaking, through the study of 



A weekly theme. 

Suggested sub- 
jects : A visit to 
Some Historic Spot. 
A Description o f 
Some Famous Build- 
ing. 

A Short Account 
of Travel. 

A Bit of Ameri- 
can History. 



Free Reading. Ad- 
ditional Selections 
in The Sketch Book; 
or the pupils may 
begin a new selec- 
tion from the out- 
side list. 



Specific aim : Correctness in 
models in Irving. 

Reading reports discussed. 

The Sketch Book : "Stratford- 
on-Avon" (p. 322), and "The 
Boar's Head Tavern. Eastcheap" 
(p. 164) will be interesting to 
those who are reading a play of 
Shakspere outside of class. Nearly 
all of the class will be likely to 
select one of the Shakspere plays 
for one of the readings this half. 

Read also "Westminster Abbey" 
(p. 224). 

"Philip of Pokanoket" (p. 357) 
will be interesting to those who 
remember their American History. 

SEVENTEENTH AND EIGHTEENTH WEEKS 

Specific aim : The important principles of composition reviewed. An estimate 
hy the teacher and pupils of progress in correct ivriting and speaking. 

Review of Herrick and Damon's New Composition and Rhetoric, Part I, Chap- 
ters I-VII, and Irving's The Sketch Book. Themes considered. Mid-year Ex- 
aminations. 

(SECOND HALF YEAR) 

NINETEENTH WEEK 

Specific aim : Development of the idea of a sentence as the expression of 9 
thought, and development of thought potcer. 

A weekly theme, 
due on Friday. Let 
the pupil select his 
subject. 



At least two 
classics should be 
read outside the 
class this half year. 



Text, Chapter VIII. 

Grammar review may be carried 
on with Chapters VIII, IX, and X. 

The teacher will note the quo- 
tations from literature and the 
references in the textbook. These 
may be useful in arousing inter- 
est in the outside reading. 

TWENTIETH WEEK 

Specific aim : Sttidy of grammatical errors, subordinated to the development of 
thought pouer. The discussion of errors used to awaken the student to a critical 
attitude toward his own work. 



Text, Chapter IX, and some of 
the Exercises. 

Themes of the last week dis- 
cussed. Some themes may be 



A weekly theme, 
due on Friday ; de- 
scription or simple 
narration. It may 



Free reading. Let 
the pupils give gen- 
eral attention to 
sentence structure as 



ENGLISH teachers' HANDBOOK 



21 



RECITATIONS 

written, at least in part, on the 
blackboard. Let attention be 
given particularly to sentence 
structure. 



WRITTEN WORK 

be : A Story For or 
About Children. A 
Winter Story, or A 
Winter Scene. 



READING 

they read outside the 
class. Encourage 
them to bring to 
class examples of 
good sentence struc- 
ture. Notice sen- 
tences for example 
in : The Last of the 
Mohicans (pp. 19- 
21) ; Ivanhoe (pp. 
184-197) ; Robinson 
Crusoe (pp. 254- 
264) ; The Oregon 
Trail (pp. 220, 248) ; 
A Christmas Carol 
(pp. 35, 54, 63). 

TWENTY-FIRST WEEK 
Specific aim : Positive advancement of the student in thought power and in 
his understanding of a sentence as a unit of thought. 



Text, Chapter IX, and Exer- 
cises. 

Theme criticism. Note sen- 
tence structure, and a variety of 
sentence moulds. 

Let the pupils look for variety 
in sentence structure in the out- 
side reading. Let them investi- 
gate in a page or paragraph from 
Irving, the moulds he uses for 
sentences. For example, notice 
the sentences in the second para- 
graph of "Westminster Abbev," 
The Sketch Book (pp. 224, 225). 



Free reading. No- 
tice sentence va- 
riety in outside 
reading. Give par- 
ticular attention to 
compound and com- 
plex sentences. Pas- 
sages marked "Se- 
lections for Class 
Reading" in the 
Marsh Manual will 
be found valuable. 



A weekly theme, 
descriptive or nar- 
rative, drawn from 
personal experience 
or observation. Sug- 
gestions : 

Description of 
typical Oklahoma 
scenes. 

Oklahoma stories 
of adventure. True 
stories which the 
pupils may get from 
older people. Settler 
stories. Ranch sto- 
ries. 

Moving picture 
stories not accepted, 
unless the teacher 
makes this kind of 
material a require- 
ment for one story. 

TWENTY-SECOND WEEK 
Specific aim : Mastery of punctuation. The h.sp of punctuation, not as a 
mechanical device, hut as an aid in expressing tliought. Teach the use of the 
period, colon, semi-colon. 



Text, Chapter X and Exercises. 
Themes considered with reference 
to punctuation. See that the ap- 
plication of simple rules of punc- 
tuation is thorough. Now is the 
time to drill on punctuation. 



First reading re- 
port for the second 
half. 



On Friday, a read- 
ing report. The 
teacher may employ 
dramatization if he 
likes, instead of a 
formal written re- 
port on the reading. 
He may find models 
for Iranhoe, and T/ie 
Last of the .Mohicans 
in Simons and Orr's 
Dramatization. 

TWENTY-THIRD WEEK 
Specific aim: Mastery of punctuation. Teach the comma and quotation marks 
Subject matter of the text, I Drill exercises in i The second class 



Chapter X, and Exercises. 



punctuation. T r y 
for variety in com- 



of this half begun. 
Note the use of 



22 



ENGLISH TEACHERS HANDBOOK 



RECITATIONS 



WRITTEN WORK 

pound and complex 
sentence slructure 
and for the accurate 
use of colons and 
semi-colons. 



READING 

colons and semi- 
colons. 



Specific aim : Absoluie accuracy i 
in the courtesies of good form. 

Text. Chapter XI. Forms for 
notes and letters. Impress the 
class with the importance of ac- 
curacy in letter conventions. 
Show how carefulness may reveal 
courtesy and respect. Borrow 
from some business office, well 
written business letters. 

Get a statement from your 
postmaster concerning practical 
reasons for certain conventions. 

Admit that several forms are 
permissible, but see that each 
pupil knows and uses one correct 
form for all parts of a letter. 



TWENTY-FOURTH WEEK 

II letter conventions and awakeniny interest 



Specific aim : 



Give drill exer- 
cises in letter writ- 
ing. See that the 
punctuation is cor- 
rect, and that the 
parts of letters are 
exactly right. Re- 
turn letters for cor- 
rection to the care- 
less. See that ink and 
paper are good, and 
that the folding is 
well done. 

Actual letter pa- 
per and envelopes 
should be used. Try 
to develop good 
taste in these mat- ] 
ters. I 

TWENTY-FIFTH WEEK 
Impressing the value of carefulness in business letters. 



Free reading. Let- 
ters noticed in the 
general reading 
should be mentioned 
in class. 

The teacher may 
read or call atten- 
tion to some of the 
letters in Jane Aus- 
tin's Pride and 
Prejudice. 



Class time to be taken up with 
letters and exercises. Drill in 
accuracy. 

Encourage pupils to apply the 
principles of composition to their 
own personal letters. 



Free reading. No- 
tice letters in litera- 
ture. See how much 
they reveal of the 
writer's personality. 



One or two well 
written business let- 
ters, on suitable let- 
ter paper, in black 
i n k, properly ad- 
dressed and folded. 
Order a textbook. 
Acknowledge the re- 
ceipt of the text- 
book. Other assign- 
ments in Exercise 
XIII (Text, p. 219). 

TWENTY-SIXTH WEEK 
Specific aim : Appreciation of the letter as a form of literature. The relation 
of neatness and accuracy to interest. 

Letters may still be used in Exercises in writ 

class for sentence and punctua- ing interesting let- 

tion drill. When the forms and ters: Imaginary 

conventions are mastered, ' con- travels, letters to 
sider the letter briefly as a lit- 
erary form. 



dead authors, letters 
to characters in the 
books read, may be 
suggested : "Rip," 
"Ichabod," "Irving," 
"Rowena." "Tiny 
Tim," etc. 



TWENTY-SEVENTH WEEK 



Free reading. 

The teacher may 
bring in a few let- 
ters from his read- 
ing in literature. 
Stevenson, Gray, 
Cowper, are sug- 
gested. 



Specific aim: Interest as compared with correctness in letter uriting; the 
letter considered as a business or social obligation. 



Letters of last week criticised. 
Interesting letters to be brought 



Letters to inter- 
esting characters in 



Free reading. 



ENGLISH teachers' HANDBOOK 



28 



RECITATIONS 

to class. The teacher may bring 
in interesting letters from English 
or American literature. Steven- 
son's letters will awaken interest 
in Treasure Island which is to be 
taken up in class soon. Find 
Stevenson's letter to W. EJ. Hen- 
ley, Bournemouth, October, 1884. 



WRITTEN WORK 

the books the pu- 
pils are reading. 
The pupils will sug- 
gest subjects if an 
opportunity is given 
to discuss the mat- 
ter. 



TWENTY-EIGHTH WEEK 

Specific aim : Relation of outside rcodiufi to the irork of the class. Review 
to bring out -the importance of correct punctuation, clear sentence building, neat- 
ness, conventions of letter loriiing, and the letter as a business or social obligation. 



Review of letters finished. Oral 
reports on outside reading. 
(Written test on Friday.) 



Oral reports on 
outside reading ; on 
a portion of a book, 
if the whole book is 
not completed. 



Specific aim ; 



TWENTY-NINTH WEEK 
Awakening interest in "Treasure Island.' 



Begin Treasure Island. Discuss 
introductory material. 

Complete oral reports on out- 
side reading, if they were not com- 
pleted last week. 

Interest in Treasure Island may 
be aroused by discussion of Ste- 
venson's interest in romantic ma- 
terial, and of his own personal 
experiences as a wanderer and ad- 
venturer. See his map of Treas- 
ure Island (frontispiece). Dis- 
cuss the introduction (II, pp. 27, 
28). Note the section (pp. 30, 
31) on "The Buccaneers." Find 
and compare Irving's story of the 
mvsterious seaman in "Wolfert 
Webber" with "The Old Sea Dog," 
at the "Admiral Benbow." Read 
"To The Hesitating Purchaser" 
(p. 32). Is this a boy's story or 
a girl's story? 



A weekly theme, 
due Friday, subject 
suggested by the 
class study. The 
theme may be a per- 
sonal experience, 
suggested by Treas- 
ure Island, in imita- 
tion of early chap- 
ters i n Treasure 
Island. 



Read a biography 
of Stevenson (see 
introduction to 
Treasure Island, p. 
11). 



Free reading. If 
the reading for the 
year is pretty well 
finished by this 
time, pupils may 
read other selections 
from the list, or 
other selections 
printed with the se- 
lections chosen. 
"The Christmas 
Carol," for illustra- 
tion, is printed with 
"The Cricket on the 
Hearth." "Richard 
Doubledick," and 
"The Wreck of the 
Golden Mary," in 
the Lake English 
Classics. 



THIRTIETH WEEK 
Specific aim : Interest in reading. Interest in u-riting through a study of 



models. 

Treasure Island Part I. (Note 
the Marsh Manual, p. 35 for sug- 
gestions on the study of this 
book.) Herrick and Damon's New 
Composition and Rhetoric (pp. 70, 
71) makes use of the opening 
chapter to illustrate the use of 
details. 

Note dialogue here, too. 

Part I has six chapters, a little 
more than a chapter a day. Note 
chapter headings. See if each 
chapter is a definite division of 
the story. Note the methods of 
paragraphing in a narrative. Note 
the author's sentence structure in 
Chapter I (pp. 33-30), and com- 



A theme on Fri- 
day, related to the 
class Study. See 
also the M a r s h 
Manual (p. 36) for 
themes on Treasure 
Island. Theme sug- 
gestions : Stevenson 
and His Father. Ste- 
venson the Boy. De- 
scription of the Ad- 
miral Benbow. The 
Character of J i m 
Hawkins. The Work 
of the First Chapter 
in Treasure Island. 



The rapid readers 
who are through by 
this time with the 
suggested readings 
may exchange books 
or assignments and 
read other books in 
the free list. It 
would be well for 
those who have done 
the required reading, 
to read again the 
chapters covered so 
far in the text in 
Composition and 
Rhetoric. 



24 



ENGLISH teachers' HANDBOOK 



RECITATIONS 

pare it with that of the charac- 
ters who speak in the story. 

How much work does the first 
part do? How much does the 
first chapter do? 

THIRTY 

Specific aim : Interest in reading, 
principles in the text hook through 

Class study of Treasure Island, 
Part 11. (It contains six chap- 
ters, a little more than a chapter 
a day.) 

Some of last week's themes 
should be considered. 

Discuss the letter of "Trelaw- 
ney" to "Livesey," in Chapter 
VII. Compare the expression of 
the letter with that of the usual 
narration here. How does the 
letter reveal the character of 
"Trelawney" ? What plot compli- 
cations does the letter suggest? 
Note details in the long paragraph 
on page 75. Note description of 
"Long John," in Chapter VIII. 
Contrast the grammar of the sail- 
ors with that of the story-teller 
here. 

Chapter IX: What kind of 
man is the captain ? Was Jim right 
in hating him? 

Chapters X and XI : What fur- 
ther complications of plot do you 
notice in the apple barrel episode? 

What is the struggle in this 
story to be? Did the author in- 
terrupt his story by needless ex- 
planations in getting the actors 
and the scene transferred to 
"Treasure Island"? 

Compare Part II with the sec- 
ond act of a play. 



WRITTEN WORK 



FIRST WEEK 



and enforcement of the discussion of the 
the study of Stevenson's writing. 



Written work 
equal in amount to 
a weekly theme. 

Suggestion : Write 
a paragraph like the 
first in Chapter VII. 
Imitate the sentence 
variety and the use 
of semicolons. 



Reading as in the 
week before. Pupils 
should be encour- 
aged to compare 
what they are read- 
ing outside of class 
with the class read- 
ing. They should be 
encouraged to make 
comparisons in class. 






THIRTY-SECOND WEEK 

Specific aim: Interest in reading, and enforcement of the principles of writ- 
ing and speaking titrough the study of Treasure Island un a model. 



Treasure Island, Part III, Chap- 
ters XIII to XV: and Part IV 
to Chapter XIX. Consult map of 
Treasure Island (frontispiece). 
Trace the action. Note descrip- 
tion to make the place real in 
Chapter XIII. 

What is the effect of Jim's go- 
ing ashore? Note the relation of 
that event to the plot. 

Chapter XIV : Note descrip- 
tion. What is likely to hinder 
the success of Silver? 

Chapter XV : Will the man of 
the island be useful in the carry- 
ing out of the story plot? What 
does "maroon" mean? 

Note the doctor's part of the 



A weekly theme 
related to the read- 
ing in class. Themes 
drawn from Treas- 
ure Island, or per- 
sonal experiences 
suggested by it, or 
comparisons of the 
outside reading with 
the class reading 
may be used. Por- 
tions of the story 
for dramatization 
may be assigned by 
the" teacher if he 
prefers this to an 
ordinary theme as- 
signment. 



Outside reading 
before. 



ENGLISH teachers' HANDBOOK 



25 



RECITATIONS WRITTEN WORK 

story from Chapter XVI to Chap- 
ter XVIII. Note the purpose of 
this change in spokesmen. Does 
the style of expression change? 
Does the story halt while this ex- 
planation in the three chapters 
is made? Are the chapters neces- 
sary or interesting? 

THIRTY-THIRD WEEK 
Specific aim: Interest in reading. Appreciation of the structure of this 
story. Revieiv of principles of composition hy noting Stevenson's accomplish- 
ment. 



A weekly theme. 
Dramatization if the 
teacher likes. See 
model in Simons 
and Orr, First Year 
(pp. 7), and Intro- 
duction (p. 35). 



Chapters XIX to XXIV: Jim _ A weekly theme. Review of text, 

resumes the narrative. Why not 
have a member of the Silver 
party bring up their part of the 
story ? 

In Chapter XX compare the 
Captain and Silver. 

Note the verbs in Chapter XXI 
and the short sentences, and 
other means to suggest spirited 
action. Notice on pages 154-156 
the short sentences, short para- 
graphs, and words which picture 
hurry and bustle. Note words 
which suggest noise. 

Is the sea adventure begun in 
Part V an episode which detracts 
from the main story? How is 
this adventure subordinated to the 
main thread of the stoi-y? 

THIRTY-FOURTH WEEK 
Specific aim: Appreciation of the structure of the story; appreciation of 
the choice of a subject and title; and appreciation of the icriter's work in details 
of description and characterization. 

Review. 



Chapter XXIV to the end. Test 
Chapter XXIV as a whole compo- 
sition. Note tlie paragraphing. 
Does the author make Jim's ex- 
perience real? How? Had the 
author ever been upon the sea ? 
Read the chapter aloud. Note 
climax. 

Note in the last chapters how 
the author makes the reader wait 
and vet keeps up the interest. 
Why is Part VI entitled "Captain 
Silver?" Why not call the book, 
"Jim Hawkins," or "Captain Sil- 
ver," or "The Sea Cook," instead 
of, "Treasure Island?" 

Stevenson said. "There are, so 
far as I know, three ways, and 
three ways only, of writing a 
story. You may take a plot and 
fit characters to it or you may 
take a character and choose inci- 
dents and situations to develop 
it, or lastly. — you must bear with 
me while" I try to make this 
clear, — you may take a certain 
atmosphere and get action and 



Weekly theme. 
The pupil may make 
his own choice of 
subject. 



26 



ENGLISH TEACHERS HANDBOOK 



KECITATIONS WRITTEN WORK 

persons to express and realize 
it." (Graham Balfour: Life of 
Stevenson, II, pp. 168, 169.) 
Which method has he used in this 
story ? 

Chapters XXVIII, XXIX, and 
XXX are dramatized in Simons 
and Grr's Dramatization, (First 
Year, p. 7.) The teacher may 
arrange to have these chapters 
acted by the class. If the class 
presentations are successful they 
may be repeated in public before 
the school, or at some meeting of 
the patron's club. The pupil's 
edition may be secured of Scott, 
Foresman and Company, price 
twenty cents for each year's part. 
The number which contains 
Treasure Island contains also se- 
lections from Iranhoe and other 
pieces suitable for first year use. 

THIETY-FIFTH AND THIRTY-SIXTH WEEKS 

Review and Final Examinations 

Specific aim : Review of the important points in the teat. Revieto of set- 
ting, plot, and characters of "Treasure Island" until the pupil knotcs the book 
weil. 



THE SECOND YEAR 

Specific Aim 

In Writing and Speaking: Effectiveness; correctness; increased range 
in vocahuJary ; and the application of the principles of composition to the 
paragraph. 

In Reading: Interest; intelligent reading ; appreciation; and increased 
effectiveness in ivriting and speaking as a result of reading. 

CLASS WORK: The class work of the first half of the second year 
may be given to Parts Two and Three of Herrick and Damon's New Com- 
position and Ehctoric and to George Eliot's *Silas Marner. The class 
work of the second half of the year may be given to Herrick and Damon's 
New Composition and Bhetoric, Parts Four and Five (unless the teacher 
desires to leave Part Five for consideration with American Literature in 
the Third Year) and Shakspere 's As You Like It. 

The teacher may wish to divide the week and give three days to compo- 
sition and two to literature, but in this manual the term is divided. This 
gives ten weeks for the close study of composition and rhetoric and six or 
seven weeks for the intensive study of a classic. Since the text gives many 
illustrations and exercises in literature, and since the teacher may use others 
while the text is studied, this plan does not neglect literature in any week, 
and it does allow teacher and pupil to concentrate on one thing at a time. 

Silas Marner and As You Like It will be found useful for the illustra- 
tion of the principles in the text, and for stimulating interest in reading. 
The text in composition and rhetoric should be kept at hand for ready refer- 
ence when the classics are studied. The chapters in the text are important 
and should be tauglit well. Reviews should be frequent and thorough. 

THEME WORK: The written work will be continued this year as it 
was in the First Year. Themes are to be written each week. They are to 
be copied neatly in ink on theme paper and handed in promptly when they 
are due. Written exercises prepared outside of class should be alternated 
with themes in class and with oral composition and frequent dramatizations. 

OUTSIDE READING: The reading will be continued as in the first 
year. The books chosen are interesting in themselves to pupils of this grade. 
They are mainly simple in diction and useful as illustrations of the word 
study discussed in the chapters of the text book for this year. Selections 
for general reading, or home reading may be chosen from the following list : 

Two from this list: 

*Dickens: A Tale of Two Cities. 

Stevenson: A71 Inland Voyage and Travels With a Donkey. 

*Irving: Tales of a Traveller. 

Bunyan : Pilgrim 's Progress. 

Gaskell : Cr an ford. 



Classics represented in Simons and Orr's Dramatization, 

27 



28 



ENGLISH teachers' HANDBOOK 



Two from this list: 

Shakspere: Julius Caesar. 

Tennyson: The Princess. 

Shorter English Poems (Scudder). 

Scott: The Lay of the Last Minstrel. 

*Pope: Selections from the Iliad. 
One from this list : 

Lamb: Essays of Elia. 

Macaulay: Goldsmith, Frederic the Great, Madame D'Arhlay. 

The reports may be made on the outside reading as in the first year. 
They may be oral, or written according to a form proposed by the teacher, 
or they may be in the nature of dramatizations of such portions of the 
books as the teacher may indicate. The teacher will find suggestions for 
dramatization in Simons and Orr's Dramatisation. 



THE SECOND YEAR BY WEEKS * 

(FIRST HALF YEAR) 
FIRST WEEK 
Specific aim : Connecting the work xcith that of the first year, and awakening 



interest in the present year. 

EBCITATIONS 

Review Chapter XI in the text. 

Chapter XII and Exercises. 

One day may be devoted to 
help in the use of the dictionary. 
Speak of the subjects treated in 
the text this year and show their 
importance. Talk about the out- 
side reading. 



WRITTEN WOEK 

Pupils may write 
a letter in which 
they tell a friend, 
or an imaginary 
friend, their most 
pleasant vacation 
experience. The let- 
ter will show the 
teacher the strong 
points and the de- 
fects of his pupils. 

SECOND WEEK 
Specific aim : Awakening the pupil to an nndfrfilandi 
graces of speech which he hears every day; especially to 
provement. 



Consider the letter written last 
week. See if it is correctly and 
effectively written. 

Chapter XIII in the text. The 
chapter is important. 

Exercises III, IV, V (pp. 242, 
243 of the text). 



A theme for Fri- 
day, 300 to 500 
words. General sub- 
ject : localisms (see 
text p. 232 and Ex- 
ercise V, p. 243). 

The pupil may 
begin to keep a note 
book, listing in it 
local expressions and 
pronunciations. He 
is to record not only 
slang and errors in 
grammar but also 
dialect and charac- 
teristic American- 
isms. The practice 
should be continued 
for several weeks. 



READING 

Give out the list 
of readings and ex- 
plain the plan for 
reports. (See the 
plan for first-year 
reports, p. 14. ) Talk 
about the books. 



ng of the errors and 
his own need for im- 

Free reading. En- 
courage pupils to 
get considerable 
reading done this 
week. A little at a 
time is better than 
crowding the re- 
quired reading into 
the last weeks of 
the term. 



ENGLISH teachers' HANDBOOK 



29 



THIRD WEEK 
Specific aim: AivakenuKj a desire for a reputable vocabulary. 



RECITATIONS 

Exercises under text. Chapter 
XIII; exercises VII, VIII, IX, X. 
The written work may be done in 
class and discussed or corrected 
in class. 



WRITTEN WOKK 

A paper on Fri- 
diiy which discusses 
words the pupil has 
noticed in his read- 
ing, words which 
come under the 
classes mentioned in 
Chapter XIII. The 
pupil should know 
the meaning, o f 
these words. 



READING 

Free reading. 



Specific aim 
above slang. 



FOURTH WEEK 

The correlation of outside work to class work. 



Raising taste 



Recitations and Discussions on 
the text. Chapter XIV. Careful 
recitations. 

Exercises V, VI, VII in class. 



A written report 
on the outside read- 
ing, in the nature 
of an imitation of 
some descriptive 
passage in the read- 
ing, or some pas- 
sage o f dialogue. 
The exercise is to be 
on the use of words. 

Dramatizat ion 
may be utilized if 
the teacher prefers 
it to the other theme 
work. 



Report on read- 
ing. The pupils 
should be encour- 
aged to notice dic- 
tion in their outside 
reading. They 
should be encour- 
aged to talk in class 
about what they 
have noticed. 



FIFTH WEEK 
Specific aim : Learning how to use a reputable vocabulary. 

Exercises under text. Chapter A theme for Fri- 

XIV ; exercises VIII, IX, X. day : A simple nar- 

The written report of last rative. A personal 
week should be considered in 
class along with class exercises. 
See if the reading report is well 
written, and see if it reveals in- 
terested, intelligent reading. Dis- 
cuss with the class means for 
making the reports on the read- 
ing more satisfactory. Ask pu- 
pils to look for more than plot. 
Ask them to note background and 
characters, and some features of 
the author's style. 



experience or experi- 
ment. 

The object is to 
get free expression 
which the teacher 
and class may test 
in the light of the 
recent discussions 
in class. Free nar- 
rative or descriptive 
themes will test the 
p u p i I's use of 
words. 



Free reading. En- 
courage the pupils 
to read to some pur- 
pose. Teach them 
how to read. It may 
be they do not get 
as much out of the 
books as the teacher 
gets. See why this 
is true. See if they 
neglect the preface 
and the introduc- 
tion. 



SIXTH WEEK 
Specific aim : Learning how to use a reputable vocabulary. 

Text, Chapter XV. Careful Try the same 

drill on Section 87 (p. 256). subject used last 

Drill on Section 88 (p. 258). week for a Friday 

This will be enough for a week. theme, if it shows 

Consider some of the interest- promise. Do not 

ing, well written themes of last revise the old theme 

\Feek. mechanically ; im- 



Free reading. No- 
tice conversation, 
dialect, dialogue and 
the like, in the out- 
side reading. 



30 



ENGLISH TEACHERS HANDBOOK 



RECITATIOWS 

Do not allow the free writing 
to be discouraged by the discus- 
sions and cautions in this chapter. 



Specific aim : 

Drill on text. Sections 89 (p. 
261). 90 (p. 262), 91 (p. 263) 
and 92 (p. 263). Do not leave 
the sections until every member 
of the class masters the points 
here. 

Remember oral composition. 



WRITTEN WORK 

prove on the first 
draft by a better use 
of words. If the 
subject last week 
was not interesting, 
try a new theme. 



SEVENTH WEEK 
Freedom of expression. 

A theme on Fri- 
day : Oral themes, 
three minutes in 
length, if the 
teacher likes, may 
take the place of 
written work. Allow 
pupils freedom in the 
choice of subjects ; 
let' the subject be 
what the pupils 
please. 



Free reading. 



Specific aim : 



EIGHTH WEEK 
Accuracy in the use of words. ' 



'Shall'' and "will" masiered. 



Drill on text, Chapter XV. Ex- 
ercises VII, VIII (p. 269) and 
Exercise XII (p. 271). Weed out 
errors in speech. Awaken inter- 
est in exact speech by showing 
how some of the oral themes suc- 
ceed or fail, and by showing how 
some particular oral themes may 
be made concrete and specific and 
therefore interesting. Call atten- 
tion to the practice of good speak- 
ers. Use illustrations in the text. 

N 
Specific aim : Freedom of expr 

Be sure that the work on the 
text, Chapter XV, is well done. 

Consider the reading reports. 
Praise the interesting reports. 
Encourage the slow writers. Try 
to awaken interest in the reading 
by inducing pupils to read intro- 
ductory material. Let the teacher 
show in some instances what ho 
gets from a book that the pupil 
fails to get. 



The theme work 
this week is to be a 
report on the out- 
side reading. The 
form used the first 
year may be used 
again. 

Dramatization may 
be utilized if the 
teacher likes, in- 
stead of a formal 
reading report. 

INTH WEEK 

ession; iveeding out en 

A Friday theme ; 
two pages of con- 
versation: An 
imaginary dialogue 
between two charac- 
ters in fiction, his- 
tory or biography, or 
between two mem- 
I)ers of the class. A 
little audacity may 
be encouraged if the 
spirit is good. 



Reading report. A 
formal written re- 
port or a dramati- 
zation. 



A second book be- 
gun. Let the pupil 
talk with the 
teacher in personal 
conference about 
his second book. 
The teacher may set 
him to watching 
some important de- 
velopment in the 
book, which he 
would miss if left 
to read alone. For 
example, let him 
search for the main 
story in Cranford, 
and note the differ- 
ent minor stories in- 
volved. Is Cranford 
a novel (p.l8) ? Let 
him compare A Tale 
of Two Cities with 
Ivanhoe or Robinson 
Crusoe as a histor- 
ical novel. How is 



ENGLISH TEACHERS HANDBOOK 



31 



EECITATIONS WRITTEN WORK READING 

Dickens' optimism 
shown in A Tale of 
Two Cities (p. 17) ? 
Have pupils watch 
for vivid pictures 
made with a few 
strokes in An In- 
land Voyage (as on 
p. 94). 

TENTH WEEK 
Awakening pupils to recognition of the poverty of their 



Specific aim ; 
vocabularies. 

Text, Chapter XVI and Exer- 
cises. "The number of words." 
Consider the illustrations in this 
chapter, and lead pupils to see 
how their themes gain in vigor 
when they i-educe the number of 
words. 

Not definitions simply, but the 
meaning and significance of re- 
dundancy, tautology, and verbos- 
ity should be taught. 



The themes now 
should aim at in- 
creasing the vocabu- 
lary. Theme Fri- 
day : The result of 
a special visit to a 
building which is 
under construction 
to find out the 
names of parts of 
the building. The 
pupil should use 
names correctly in 
his theme. He 
should use the small- 
est possible number 
of words. 



Let the pupils 
find illustrations in 
their reading of well 
written passages 
where economy of 
diction is practiced. 
For example see 
"A Night Among 
the Pines," Steven- 
son's Travels With 
a Donkey (p. 205) 
or Julius Caesar 
"Antony and the 
Mob," (pp. 110-118.) 



Specific aim : 



ELEVENTH WEEK 
Enlarging the vocabulary and purifying 



it. 



Text, Chapter XVII. The teacher 
should realize the opportunity 
and the responsibility here. Now 
is the time to assist pupils to en- 
large and purify their vocabu- 
laries. Results may be measured 
fairly well this year. 

Most pupils need to enlarge 
their speaking vocabularies. Do 
something positive to give the 
pupils a wealth of words. Help 
them begin a collection of words. 
Some will keep a vocabulary note- 
book. The class as a whole may 
start to build up a word col- 
lection. A part of the black- 
board may be used, or a class 
book may be kept. A book keeper 
may be appointed for each week 
from now on to the end of the 
year. Many new words will be 
collected when the class studies a 
classic. 



Set positive ideals 
for attainment in 
the written work 
now. 

Professor Palmer 
in "Self Cultivation 
in English," sug- 
gests that we need 
accuracy, audacity, 
and range in our 
vocabularies. 

Send pupils out 
on special investi- 
gations to acquire 
special vocabularies. 
For example, report 
in the theme this 
week an imaginary 
visit to a ship. 
Ships are not com- 
mon in Oklahoma, 
but they are in the 
reading. Later 
make investigations 
nearer home. The 
dictionary will help 
name parts of a 
vessel. The outside 
readings will sug- 
gest the names of 
things on shipboard. 
(For illustration, see 



Notice freedom of 
vocabulary in out- 
side reading. Let 
the pupils call at- 
tention to any pas- 
sages they notice in 
which the author 
seems to be free In 
his use of words. 



32 



ENGLISH TEACHERS HANDBOOK 



RECITATIONS WHITTEN WORK 

"On the Willcbroek 
Canal," in Steven- 
son's An Inland 
Voyage (p. 36). 

Treasure Island 
makes use of nau- 
tical terms. For 
example, notice 
Chapter X, "The 
Voyage" (pp. 88- 
93). 

TWELFTH WEEK 
Specific aim : Still further enlarging the vocabulary and purifying it. 



Text, Chapter XVIII and Exer- 
cises. 

Themes of last week considered. 
See that the pupils use new 
words in their themes. After the 
theme which brings in sea terms, 
use subjects nearer the experience 
of the pupils. 



Report in a theme 
Friday, in simple 
narrative, the result 
of a visit to a cot- 
ton gin, the ice 
plant, the mill. Ac- 
curate, correct terms 
are to be used. 



Notice vocabulary 
in the outside read- 
ing. Note simplicity 
of diction in PiJ- 
(irim's Progress, and 
ithe opposite in 
Pope's Iliad. 



THIRTEENTH WEEK 
Specific aim : Relating "Silas Marner" to the tcorJc of the text hook. 



A weekly theme : 
Imitate the descrip- 
tion of R a V e 1 o e, 
[Silas Marner, p. 
Or. describe 
own town, 
appropriate 
Or, drama- 
portion of 
outside reading. 
(See Simons and 
Orr's Dramati::ation, 
p. 15, Third Year.) 



!6) 
your 
using 
words, 
tize 



Keep the text in Rhetoric near 
at hand for read.v refei'ence. 

Begin Silas Marner. Use as 
much of the introduction as will 
awaken interest (pp. 7-32), and 
Chapters I to IV. 

Remember the work with the 
dictionary in reading aloud. 
Notice words to illustrate former 
discussions in the text. 

Encourage pupils to bring 
words over from their reading 
vocabulary into their speaking 
vocabulary in themes and reci- 
tations. 

A sample week of class exercises, applied to this first week of the study of 
Silas Marner follows. It may be of interest to the teacher who wishes more 
detail than the outlines above given. 



Free reading. The 
pupils may compare 
passages in the out- 
side reading with 
passages in Silas 
Marner, in respect 
to the effective use 
of words. For ex- 
ample compare "The 
Amazons of Cran- 
ford," Cranford 
(pp. 31-33) with 
^ilas Marner, Chap- 
ter I (pp. 33, 34.) 



A WEEK OF CLASS EXERCISES ON SILAS MARNER 

Monday : Questions on the life of George Eliot previously assigned for reci- 
tation. Questions about her work and method. See Introduction (pp. 12-25). 
Assign theme work for the week. Reserve the themes of last week for discus- 
sion on Friday of this week. 

Tuesday : Silas Marner, Chapter I. Give close attention to the words in 
the first paragraph (p. 33). Note especially the use of words in the first sen- 
tence. From reading the paragraph aloud, note that the writer seems to have 
range in vocabulary, and that she talks with ease. Have some pupils give the 
substance of the first paragraph, then read the paragraph aloud and compare 
the reading with the recitation in respect to vocabulary. Note in general how 
much is explained about Silas in this chapter, and how much work the chapter 
does in the story. Note the writer's use of color, sound, odor, taste words 
to make the scene i-eai. See that pupils understand hard words, and that they 
can use them correctly. 

Wednesday: Chapter II. Read the description of Raveloe (p. 50). Note 
the simile in the second paragraph (p. 51). Discuss with the class the 
note at the bottom of page 58. Read carefully the last paragraph on page 



ENGLISH TEACHERS HANDBOOK 



33 



58 to see what words suggest sounds, colors, touch. See how the picture of 
Silas with his gold is made real (p. 59). iNotice particularly the nouns and the 
verbs. 

TnuasDAY : Silas Marncr, Chapter III. Consider the conversation in Chap- 
ter III. Note localisms, improprieties, barbarisms. Consider note at the bottom 
of page 72, on the realism of the author. Discuss the progress of the story, 
and the work this chapter does in the story. 

Fnio.vY : Compare the themes from last week in the matter of diction with 
the scene at the end of Chai)ter IV (pp. 80-80). the scene in which Dunstan 
Cass tinds Marner's gold. Call attention to the words which suggest action. 
Do not allow the word studies to obscure the progress of the story as a whole, 
but stop long enough on well written passages to allow pupils to get the sense 
impressions the writer must have had when slie wrote the story. 

The attention of the teacher is called to the dramatization of Silas Marner, 
page 1."), Third Year, Simons and Orr's DramaU^atioii. Chapters VI, VII, XIII, 
XIV, XVI. and XIX are dramatized. These may be used for class production, or 
they may serve as models for the dramatization of other scenes. 

In the study of a classic the teacher will do a useful work if he succeeds in 
making the pupils familiar with the book. This takes time and patience, but 
it is an end worth striving for. Introduce pupils to the classic and make them 
its friends. In life, if we have found them worthy, we make friends of those 
we have learned to know thoroughly. 



FOURTEENTH WEEK 



Specific aim : Incrcaning the vocabulari). 



RECITATIONS 

Note suggestions for the study 
of Silas Marner in the Marsh 
Manual. 

Study Chapters V, VI, VII. 
VIII. 

Remember oral composition in 
the class discussions. See that 
words are properly pronounced in 
reading aloud. 

See that the dictionary is used. 
Attention may be called to hard 
words, and the class may be asked 
to report on them after looking 
them up in the dictionary. Put 
the words in the class note book. 



WRITTEN WORK 

Let the writing 
this week be a se- 
lection copied ex- 
actly from the out- 
side'^ reading. The 
pupil may select 
what seems to him 
to be well written 
with respect to the 
choice of words and 
freedom of vocabu- 
lary, or the class 
may dramatize 
Chapter VI. This 
chapter is used in 
Simons and Orr's 
■Dramafi'afion. The 
teacher may com- 
pare the class 
dramatization with 
this. 



FIFTEENTH WEEK 



READING 

Free reading. En- 
courage pupils to 
notice the author's 
use of words in the 
book they are read- 
ing outside of class. 
For example, con- 
trast Pope and Bun- 
yan in this report. 



Specific aim : Increasing the vocahaJanj throvr/h the class stiichj and through 
the written and oral exercises. 



Silas Marner, Chapters IX, X, 
XI, XII, XIII. 

Deal with the class as with an 
advanced reading class. 

Compare any sections which 
seem suitable in the themes with 
the work in class. 

Add new words noticed in the 
study to the class note book. 



An exercise in in- 
creasing the vocabu- 
lary : A theme from 
History, Mathemat- 
ics, Science, or Lan- 
guage in w h i c h 
words are used ac- 
c u r a t e 1 y. Or a 
dramatization. This 
will make a good 
vocabulary exercise 
if the teacher pre- 
fers it to other 
theme work. 



Preparation for 
the last term report. 
A formal written 
report is expected. 



34 



ENGLISH TEACHERS* HANDBOOK 



SIXTEENTH WEEK 



Specific aim : Increasing the vocabulary. Bringing the reading vocabulary over 
.*„ +1.0 c^^ni.u,g vocabulary. 



Specific aim : increasing ti 
into the speaking vocabulary. 

RECITATIONS 

Consider themes of last weeli. 

Silas Marner, Chapters XIV, 
XV, XVI, XVII, XVIII. Notice 
hard words, spell them, define 
them, use them. For example 
(pp. 205-209), note the use of: 
"iterated," "propensities," "con- 
jecturing," "f e n d," "sera t," 
"moithered," "gymnastics," "cate- 
chise." 



WRITTEN WORK 

Last reading re- 
port of the first 
half. This may be 
a formal written re- 
port, following the 
usual form required 
by the teacher. 



READING 

Last reading re- 
port for the first 
half. 



SEVENTEENTH AND EIGHTEENTH WEEKS 

Special aim : Review of the main points in the text and in "Silas Marner." 
Mid-year examinations ichich icill assist in the review of the main points and 
test progress in writing. 



Finish Silas Marner and review 
the book as a whole. (See intro- 
duction, p. 25, for an analysis.) 

General review and first term 
examinations. 



Review. No 
theme this week. 



Review. The read- 
ing for the first half 
should be completed 
by this time. 



(SECOND HALF YEAR) 
NINETEENTH WEEK 

Specific aim : Conception of oneness in the sentence. Increase of the vocaiu 
lary. 

Herrick and Damon's 'New Com- 
position and Rhetoric, Part IV, 
Chapter XIX. 

See that every member of the 
class understands the meaning of 
principles of composition, and 
especially, unity as applied to the 
sentence. Test the class thor- 
oughly on the examples given in 
the text (pp. 328, 329). 



A theme Friday : 
A simple story of a 
visit to some profes- 
sional man, doctor, 
lawyer, dentist, en- 
gineer, or the like, 
with an attempt to 
use new words 
drawn from the pro- 
fession investigated 
for the week. 



Free reading. En- 
covtrage pupils to 
notice sentence unity 
In their outside 
reading. They may 
bring examples of 
long, well unified 
sentences to class. 
For example. Pil- 
grim's Progress (pp. 
35, 36. 38 and 39). 



TWENTIETH WEEK 

Specific aim: Formation of the habit of making unified sentences. Increase of 
vocabulary. 



Text, Chapter XIX, and exer- 
cises in Sentence Unity. 

Theme of last week considered 
for sentence unity and range in 
vocabulary. This week the teacher 
may emphasize sentence unity in 
his criticism of themes. 



A simple story of 
a visit to an art gal- 
lery. The use of 
terms which relate 
to painting or sculp- 
ture or architecture 
is to be encouraged. 
An imaginary visit 
if the pupils cannot 
visit a gallery or 
have not visited one, 
or a theme about 
pictures, or sculp- 
ture, or architecture 
may be proposed. 



Free reading. No- 
tice new words. 



ENGLISH TEACHERS* HANDBOOK 



35 



TWENTY-FIRST WEEK 
Specific aim : Drill in clear sentence structure. Increase of the vocabulary' 



RECITATIONS 

Text, Chapter XX ; "Coherence 
in Sentences." 

Themes of last week considered 
for sentence structure and use of 
words. 

Let the teacher give most of his 
attention in criticism to colierence 
in sentences. 



TWENTY 

Specific aim : Hahit of clearness i 
lary. 

Exercises in connection with 
Chapter XX in the text. 

Give two or three days to oral 
composition. Watch the oral sen- 
tence structure and the use of 
words. Let the themes be three 
minutes in length. Give general 
impersonal criticisms. 

Get contributions for the class 
note-book. 



WRITTEN WORK 

A story or imag- 
inary newspaper ac- 
count of a concei't. 
The pupils should 
use proper musical 
terms, not technical- 
ly, but with the free- 
dom of a well edu- 
cated reporter. 

SECOND WEEK 

n sentence making. 

No written theme, 
but an oral reading 
report may be substi- 
tuted. 

Let the pupils pro- 
pare short oral re- 
ports on the books 
they are reading out- 
side of class. If the 
book is long, and the 
pupil has not finished 
it, he may report on 
a portion of it. Let 
the reports bear upon 
the subject under dis- 
cussion in the class. 



READING 

Free reading. 



Increasing the vocabu- 



Oral reading, re- 
port. The report is 
to show how the 
reading is done, but 
it may also review 
the points under dis- 
cussion in the class. 
For example, the 
pupils may report 
to the class a list 
of twenty or more 
words found in out- 
side reading — for 
the class note-book. 



TWENTY-THIRD WEEK 
Specific aim: Formation of the habit of good emphasis in sentence making; 
and increasing the vocabulary. 



Text, Chapter XXI ; "Variety 
and Emphasis in Sentences." Teach 
this chapter thoroughly. Effective 
composition depends very much 
upon proper emphasis. Ineffect- 
ive, loose sentences have poor 
emphasis. Compound sentences 
which should be complex have bad 
emphasis. Unconscious repetition 
of unnecessary words gives bad 
emphasis. 



A description or 
story of a play at- 
tended. The moving 
picture play may be 
utilized, but the pupil 
should try to name 
the mechanism ac- 
curately and use ap- 
propriate terms in 
criticising the story, 
not technically, but 
with freedom. 



Free reading. 

Encourage the pu- 
pils to note and bring 
to class passages 
which reveal variety 
in sentence struc- 
ture, and sentences 
which are well em- 
phasized. 



TWENTY-FOURTH WEEK ■ 

Specific aim : Hahit of good sentence emphasis developed 
knous good sentence structure and demonstrates it in his 
the accurate vocabulary. 



Exercises, Text, Chapter XXI. 
Themes of last week criticised and 
discussed. See whether or not 
the sentences are well emphasized, 
but encourage freedom in vocabu- 
lary. 



A story of an 
automobile ride, a 
motorcycle ride, an 
airship ride, a buggy 
ride, a horseback 
ride. Concrete and 
specific words are to 
be employed. 



. See that the pupil 
writings. Increase of 

Free reading. 

See if the study of 
the text and the 
practice in writing 
have inspired a lik- 
ing for a good sen- 
tence. Encourage pu- 
pils to bring in good 
sentences from their 
outside reading. 



36 



ENGLISH teachers' HANDBOOK 



Specific aim : 



TWENTY I'^IFTH WEEK 
Idea of para(/iaph nuilii developed. 



RECITATIONS 

Text, Cliapter XXII. Paragraph 
Unity. Develop the idea of para- 
graph unity by means of short 
themes in class. Write paragraphs 
for criticism on the blackboard. 



WRITTEN WORK 

Themes, a para- 
graph in length, in 
class. Paragraph 
themes are short 
enough to be written 
on the blackboard. If 
written thus, the 
whole class may dis- 
cuss them. 

If the teacher has 
a baloptican, or ap- 
paratus for projec- 
tion, let the themes 
be thrown on a 
screen. 



TWENTY-SIXTH WEEK 



READING 

Free reading. 

Encourage the pu- 
pils to look for va- 
rious kinds of para- 
graphs in their read- 
ing and note the dif- 
ference in narrative, 
descriptive, and ex- 
pository paragraphs. 



Specific aim : Idea of paragrnpli clearnrss developed, 
structure developed. 



Study of the principle of co- 
herence in paragraphs. 

Paragraphs in class. The teacher 
may work with the class just as 
he would with a drawing class. 
He may move about the room and 
give personal assistance. 



Coherent para- 
graphs, in class. 
They may be drawn 
from the outside 
reading as reading 
reports, or from 
other subjects in 
school, or from per- 
sonal experience. 



Habit of paragraph 

A few themes re- 
lating to the reading 
the pupil is now do- 
ing outside of the 
class. 



TWENTY-SEVENTH WEEK 



Specific aim : Idea of proportion and emphasis in tlic paragraph developed. 
Eahit of paragraph structure developed. 

Wanting and criti- Free reading. 

cising paragraphs in 
class. The teacher 
may direct the theme 
work in class per- 
sonally. 



Text, Chapter XXII ; proportion 
and emphasis in paragraphs, with 
class exercises. 

Use convenient exercises from 
the text (pp. 384-392). 

The teacher should see that he 
and the text book have explained 
good paragraph structure, that the 
pupil can explain good paragraph 
structure, and that the pupil uses 
good simple paragraph structure 
in his oral and written work. 

TWENTY-EIGHTH WEEK 

Specific aim : Teaching the relation of the paragraph 
tiorij and making clear ivhat a whole composition is. 

Text. Chapter XXIII ; "The | A long theme, a 
Whole Composition." The teacher whole composition, 
will find interesting material for drawn from the In- 
class discussion here. He may as- troduction to 
sist his pupils to grow in thought 
power by asking them to write 
well unified, coherent, well propor- 
tioned whole compositions. Ho 
may help the class outline or plan 
the paper on As You Like It Mon- 
day or Tuesday. 



Yon Like It (pp. 11- 
43). This play is 
to be taken up in 
class next week. 



to the u-hole composi- 

Free reading. Let 
the pupils who are 
reading essays out- 
s i d e the class, 
Lamb's Essays, for 
example, talk in 
class about some of 
these essays as ex- 
amples of the whole 
composition. A rough 
analysis of an essay 
would be good. 



ENGLISH teachers' HANDBOOK 



37 



TWENTY-NINTH WEEK 
Specific aim : Appreciation of "As You Like It" in detail. Increase of the 
reading and speaking vocabulary. 



RECITATIONS 

Begin As You Like It. Intro- 
ductory material and Act I. Com- 
pare the prose with modern prose. 

Pupils should prepare on the 
notes and glossary. 

Themes of last week read in 
class, and tested as whole compo- 
sitions. 



WRITTEN WORK 

A formal written 
report on the out- 
side reading, due 
Friday : a whole 
composition or a 
dramatization may 
be used if the teacher 
desires. 



READING 

Last outside read- 
ing of the year begun. 
Pupils who are read- 
ing Julius Caesar 
outside of class may 
compare As You Like 
It with Julius Cae- 
sar. 



THIRTIETH WEEK 
Specific aim: Appreciation of the problems of the dramatist ; appreciation of 
Elizabethan English. 



Act II, As You Like It. Mem- 
orize passages which the teacher 
may select. Act II, scene III. 
lines 38 to 55 (p. 78), and act 
II, scene V, lines 1 to 8 (p. 84), 
and act II, scene VII, lines 12 to 
34 (p. 88), are suggested. 

Read aloud to get the sound of 
blank verse. Notice the earlier 
meaning of words. 

Study the notes. The notes are 
important, but the pupil must not 
miss the impression of the whole 
act. 



A theme, two or 
three paragraphs 
long, based on the 
play, Orlando ; Rosa- 
lind ; Prose in the 
Play ; The blank 
verse ; The forest of 
Arden, etc., are sug- 
gested as theme sub- 
jects. 

Let these themes 
be well planned, 
whole compositions. 



Free reading. 



THIRTY-FIRST WEEK 

Specific aim : Appreciation of the workmanship of Shakspere. 
the reading and speaking vocabulary. 



Increase of 



Act III, As You Like It. Study 
of notes, structure, characteriza- 
tion, appreciation of the poetry of 
the play. 

Some of the better themes of 
last week read in class and dis- 
cussed. 

Adaptation of portions for pre- 
sentation. 



A character study 
from the phiy in a 
short theme for Fri- 
day. The pupils may 
select a character 
that interests them 
and give their under- 
standing of that 
character. 



Specific aim : 



THIRTY-SECOND WEEK 
Familiarity with "As You Like It." 



Act IV, As You Like It. Adapta- 
tion of portions for class produc- 
tion if the teacher likes. 

Study of details and study of 
the work of this act in its rela- 
tion to the whole play. 



Theme on the set- 
ting of the play, or 
humor in the play, 
or famous passages 
in the play, or the 
minor characters in 
the play, in the na- 
ture of a well plan- 
ned whole composi- 
tion. 



Free reading. Pu- 
pils may be encour- 
aged- to compare 
other poetry with 
that in As You Like 
It. Some members of 
the class will be read- 
ing poetry. 



Free reading. 



THIRTY-THIRD WEEK 
Specific aim : Yiew of the play as a whole. 



Act v. As You Like It, and re- 
view. This l)rief study of Eliza- 
bethan English should be of assist- 
ance in enlarging the vocabulary. 



A written analysis 
of the play to show 
general structure. 
This may be a 



Reading finished. 



ENGLISH teachers' HANDBOOK 



EECITATIONS 

Get a view of the play as a 
whole by review and analysis. 



Specific aim 

Oral reading reports. 



WRITTEN WORK 

graphic analysis if 
the teacher likes — 
that is, a chart 
showing in what 
acts and scenes cer- 
tain characters ap- 
pear, or an outline 
analysis of the plot 
to show the ex- 
position, rising ac- 
tion, climax, sus- 
pense, and catas- 
trophe. 



THIRTY-FOURTH WEEK 

Increased clearness and effectiveness in oral composition. 



No written theme, 
but oral reading re- 
ports may be substi- 
tuted. 



Oral reports 
outside reading. 



A SAMPLE WEEK OP ORAL COMPOSITION— THIRTY-FOURTH WEEK 

The subject material is to be taken from the outside reading. 

Monday : Consider first some of the papers which were handed in last Friday. 
The purpose is to review the play as a whole. Then begin the oral reports on 
the outside reading. Begin witn the first name on the roll and continue until 
all members of the class have spoken or reported, or plan an order which will 
give every pupil drill in composition. Pupils should speak without notes, or 
with such notes as may be placed on a very small card. The reports are to 
be exactly three minutes in length, and the teacher may keep the time or 
appoint a timekeeper. There is excellent drill in the attempt to make an inter- 
esting concise report in three minutes. The pupil should have an outline of 
his speech or report in mind, and should attempt to use words correctly, but 
freely. 

Give time at the end of the hour for general good-natured criticism, which is 
to praise as much as it is to point out defects. 

Plan the work for Tuesday. The pupils will understand after the few reports 
on Monday how to improve their oral compositions. 

Let the pupils hand in the outline of their three-minute speeches. In this way 
the teacher may find out if all have prepared, even if all do not recite. 

Tuesday : At the beginning of the hour, the teacher may point out some of 
the general faults and some of the successes of the day before. 

Continue the three-minute themes. The pupils should stand at their desks for 
reports or recitations. Encourage them to talk straight ahead. Encourage 
frank, friendly discussion of oral themes with the aim of making the themes 
better. Show the pupils what to do : without much comment they will see what 
not to do. The success of a thome may be measured by the attention it de- 
mands, and by its effect on the class. 

The pupils should give the teacher the outline of their three-minute speeches, 
at the end of the hour. He may find out by looking them over rapidly how the 
pupils have prepared, and whether any are vinprcpared. 

Wednesday : The teacher may use five minutes for general criticisms. He 
may show the value of good articulation, the value of looking straight at the 
hearers, the value of trying to assume an easy position on the floor. He need 
not go much further into the principles of public speaking. 

Continue the three-minute reports. If the pupils are not well understood, 
they may explain their outlines to the class, or may be asked to put the outlines 
on the board. In the discussions and criticisms the pupils should be made to 
feel that they are all working together, with the teacher, for better oral ex- 
pression. No sharp criticism should be allowed. It is better for a boy to try 
for three minutes to explain his idea, even if he makes many mistakes, than 
not to try at all. The story of Henry Ward Beecher's reply to the young man 
who criticised his grammar will encourage some of the backward ones, "When 
the English language gets in my way, it doesn't stand the ghost of a chance," 
Beecher said in effect to the young man. If the teaclier succeeds in getting 



ENGLISH teachers' HANDBOOK 39 

pupils to talk and to talk right on, he may soon assist them to talk more cor- 
rectly and more effectively. 

The pupils may hand in their outlines ; often, they are only cards with a few 
points jotted upon them. 

Thdrsday : Allow some of the pupils who did not make interesting reports 
to try again after criticism of their work has been given. Perhaps they were 
too general. Perhaps they did not get out all they had in their minds. Take 
an hour for the discussion of any one theme, if the class gets interested in it, 
and if the work seems to be getting somewhere toward a better development of 
the theme. 

Show how some of the themes fail in selection, classification, and condensa- 
tion. Show how some of the themes may be made more interesting. 

Listen to the voices. Suggest means to make the voices more pleasant. See 
that every word is heard by every member of the class. 

Suggest the enumerative method for three-minute reports, that is a summary 
of points in the first sentence, and then a development of points in order. 

Friday : It should be remembered that the reports this week are to indicate 
interest in the outside reading and to indicate to the teacher how the reading 
was done. 

The teacher may discuss briefly the value of oral compositions so far given as 
reading reports. He may criticise briefly the choice of subjects. 

He may suggest that the plan of enumeration for clearness may be carried 
out in the compositions today ; that is, the pupil may plan his speech to an- 
nounce three points, or enumerate three points in his first sentence. He may 
then take up his points in the order named, and devote approximately a minute 
to each. 

Pupils should hand in the card outlines. 

THIRTY-FIFTH AND THIRTY-SIXTH WEEKS 

Specific aim : To give the pupils an opportunity to review important points 
and to test their knoulcdcte, and their progress in writing. 
General Review and Final Examinations. 



THE THIRD YEAR 

Specific Aim 

In Reading: Appreciation of American writings and luriters; knowledge 
of the important facts of literary history; and comparison of American 
classics with English classics. 

In Writing and Speaking: Increased appreciation of American Litera- 
ture 'by vieans of well selected exercises in tvriting and speaking; and 
increased correctness and effectiveness in u^riting and spealcing, by means 
of contimied drill and the reading of models. 

CLASS WORK: The class time during the Third Year may be given 
to a study of Abernethy's American Literature and to a classic for each 
term. The classic selected for the first half of the year is Franklin's 
Autobiography edited for class use. The classics selected for the second 
half are Washington, Webster, Lincoln Selections. 

As in the first and second years, the class time is divided in the half 
year to give a long period for the study of the text, and several consecutive 
weeks for the intensive study of a classic. Reviews and tests should be 
given as often as the teacher thinks they are necessary. 

THEME WORK: Composition Avork, oral as well as written should be 
carried on with the study of literature to keep the pupil in practice, and to 
deepen his appreciation for literature. Habits of correct and effective 
expression are to be formed, and the teacher will need all of the four years 
to form them. Some pupils learn best by doing, some best by contemplating 
models. Let the teacher take advantage of both the study of models and 
frequent drill in Avriting and speaking. The pupil often, by ti-ying some of 
the problems that the masters iiave tried, will come to appreciate more the 
masters and the masterpieces. 

Some of the written work should be considered in class, some of it 
written in the class hour. Some themes should be read by the teacher out- 
side of class time and returned promptly to the pupils. Individual confer- 
ences on writing and reading should be frequent, if possible. 

OUTSIDE READING: The oatside reading is to be managed this year 
as in the First and Second Years, except that now the classics may be made 
to supplement the class work more. The list below includes American 
classics which should be read, if the teacher and j^upils can conveniently 
arrange it so, when the authors are studied in the text. Several English 
classics which may be related to the Avork in hand are included. Aside from 
the classics and the text, the teacher should depend on the school library 
for selections which neither the text nor the supplementary classic gives. 
The proposed list of classics to be read outside of class follows: 

40 



ENGLISH teachers' HANDBOOK 41 

American Literature, Three of the following: 

^Longfellow: Narrative Poems. 

*Poe: Poems and Tales. 

Irving: Oliver Goldsmith. 

Emerson: Essays and Addresses. 

*Hawthorne: Twice-Told Tales. 

The House of the Seven Gables. 
English Literature, Two of the following : 

Shakspere: Twelfth Night. 
Henry V. 

Burke: Speech on Conciliation with America. 

Macaulay: Essays on Addison and Johnson. 

Addison : The Sir Eager DeCoverley Papers. 

^Goldsmith : The Vicar of Wakefield. 

The pupil will have read in connection with his other work by this time 
several selections from American Literature. His grade readers also gave 
him many selections. 

The outside readings will be discussed briefly here to guide the teacher 
in assigning the list for free reading and to indicate what relation some of 
the books may have to the work now in progress. The teacher may well 
devote a day to awakening interest in the readings. 

Longfellow's Narrative Poems may have been read before. The Lake 
English Edition contains ' ' Evangeline, " " Hiawatha, " " The Courtship of 
Miles Standish, ' ' and several of the ' ' Tales of a Wayside Inn. ' ' Pupils 
may enjoy reading some of these for the second time when Longfellow "is 
discussed in class. (See Simons and Orr's Dramatisation, for dramatiza- 
tions of some of these poems, and suggestions.) 

Poe's Poems and Tales may have been read in part before. The Lake 
Edition contains: "To Helen,'" "Israfel," "The City in the Sea," "The 
Eaven," "Ulalume," "Annabel Lee," "The Bells," "Eldorado;" and 
these tales: "The Assignation," "Ligeia," "The Fall of the House of 
Usher, " " A Descent Into the Maelstriim, " " Eleouora, " " The Oval Por- 
trait," "The Masque of the Eed Death," "The Pit and the Pendulum," 
"The Gold-Bug," and "The Purloined Letter." (See Simons and Orr's 
Dramatisation, for dramatization of the work of Poe, and suggestions.) 

Irving 's Oliver Goldsmith may be read along with The Vicar of Wake- 
field. Both books will prepare the way for a portion of the study of next 
year in English literature. Note that the biography is sympathetic. Note 
the likeness in spirit between Irving and Goldsmith. 

Emerson's Essays and Addresses will be rather hard reading for many, 
but Emerson is called the sage for youth and should be read for new ideas. 
Pupils may grow in thought power by trying to think his thoughts after 
him. The book will show the value of ideas in writing. 

The selections from Hawthorne will not be difficult for anyone to read. 
Let the teacher explain why and when each selection was written. Pictures 
of American Authors, of their homes, burial places, and illustrations of 
their writings will awaken interest. Many good illustrations for American 
writers can be obtained. Look over the Perry Pictures. (Perry Pictures 



♦Classics markod with a stnr .nro roproscntod in Simons and Orr's Bramatl^a- 
tion. 



42 



ENGLISH teachers' HANDBOOK 



Company, Maiden, Mass.) Send to the towns in which the writers lived for 
picture post cards. Hawthorne and other American writers may be illus- 
trated in this way. 

Shakspere's plays, interesting in themselves, will be more interesting 
now after a close study of ^s You Like It in the second year. The teacher 
may awaken interest in some of the leading characters or call attention to 
interesting scenes, or read passages. 

Burke's Speech on Conciliation, so often studied intensively in the High 
School, has been put here into the reading list. It is hard reading. It 
should be related to American History and the Eevolutionary Period in 
American Literature. Pupils should be encouraged to find out something 
about Burke before beginning to read the text and should read the intro- 
ductory material. They should notice his high political principles and his 
effective argument. The teacher should explain the main rules and I'equire- 
ments of this type of writing. 

Macaulay's Essays on Addison and Johnson will help to prepare for the 
work of next year. Franklin may be compared with Addison and with 
Johnson. Franklin's discussion of how he learned to write will make 
Addison the more interesting here. The essay on Addison will make The 
DeCoverley Papers more interesting. 

The DeCoverley Papers, interesting in themselves, will be related to the 
essay of Addison and to the Autobiography of Franklin. Eighteenth cen- 
tury England and America may be compared here. 

Goldsmith's Vicar of Wakefield is prepared for by the reading of 
Irving 's Oliver Goldsmith. Pupils may read both books. 



THE THIRD YEAE BY WEEKS 



(FIRST HALF YEAR) 



FIRST WEEK 
Specific aim : Awakening interest in American Literature. 



RECITATIONS 

Abernethy, American Literature, 
Chapter I. 

Try to awaken interest in the 
work of this year. Define litera- 
ture. Define American literature. 
Mention important American 
writers and try to find out wiiat 
impression members of the class 
have of them. 



WRITTEN WORK 

No theme. 



READING 

Outside reading. 
Give list of read- 
ings and devote one 
day to a talk about 
them. (See introduc- 
tion, third year, 
"Reading.") 



SECOND WEEK 

Specific aim : Knoicledge of the facts of American literary history. Apprecia- 
tion of the relation of Literary History to Political History. 



Text, Chapter II, at least in 
part. 



Dramatization or 
a weekly theme 
drawn from the 
outside readings, 
(See sixth week for 
type.) 



Free readings. Let 
the readings supple- 
ment the class work. 



ENGLISH teachers' HANDBOOK 



43 



Specific aim 
period. 



THIRD WEEK 
Clear knoicleilge of Literary history, and of the writers of the 



RECITATIONS 

Text, Chapter II completed. 
Let the teacher give additional 
illustrations drawn from Ameri- 
can literature. 



WRITTEN WORK 

Di'amatization, or 
a weekly theme 
drawn from the out- 
side reading. (See 
sixth week.) 



READING 

Free reading. 



FOURTH WEEK 



Specific aim : Teaching of facts. 
acteristic writings. 

Text. Chapter III, about half. 
Let the teacher supplement the 
text with illustrations drawn from 
American literature. 



Ktwuledge of the icriters and their char- 



Dramatization, or 
a theme drawn from 
the outside reading. 
(See sixth week.) 



Free reading. 



FIFTH WEEK 
Specific aim : Teaching of facts ahout writers and tvritings, hut facts about 
writers subordinated to first-hand knowledge of the tvritings themselves. 



Text, Chapter III completed. 
Let the teacher supplement the 
text with illustrations. 



Dramatization, or 
a theme from the 
outside reading. 
(See sixth week.) 



SIXTH WEEK 

Specific aim : Literature made real through exercises in draniutir.ation. 



Text, Cliapter IV, begun. 



Theme from out- 
side reading, or 
dramatization. 



Free reading. 



A SAMPLE WEEK OF CLASS EXERCISES— SIXTH WEEK 
Monday : Discuss with the class a portion of the text previously assigned for 
recitations. Discuss with the class an assignment for theme work in dramatiza- 
tion. Theme suggestions for dramatization : 
Irving's Oliver Goldsmith : 

A meeting of the Literary Club (pp. 185, 366). 
Goldsmith before the Surgeons (p. 146). 

An imaginary conversation between Dr. Johnson and Dr. Gold- 
smith. (Goldsmith becomes acquainted with Johnson, pp. 
108-171.) 
Hawthorne's Tuice-Told Tales: 

Scene from "The Ambitious Guest" (pp. 365-76). 

Simons and Orr's Dramatisation, Introduction (p. 40). 

"A Rill from the Town Tump," a bit of adapted monologue (pp. 

174-181). 
A scene from "The Gentle Boy" (p. 97). 

"David Swan" (pp. 218-25). See also Simons and Orr's 
Dramatization (second year, p. 74). 
Hawthorne's The House of The Seven Oabjes: 

A scene in Miss llepzibah's shop (T^p. 56-64). 
A scene in which Phoebe and Holgrave figure (pp. 361-67). 
Hepzibah and Clifford (p. 294 fE.). 
roe's Poems and Tales: 

"The Purloined Letter" (pp. 291-297). 
•'The Gold-Bug," finding the treasure (pp. 231-243). 
"The Fall of the House of Usher" (pp. 103-133). 
"The Raven," arranged for tableaux. 
Longfellow's Narrative Poems: 

"Evangeline" or "Hiawatha," a series of tableaux arranged with 
appropriate readings from the text. 



44 



ENGLISH teachers' HANDBOOK 



Tuesday : Discuss a portion of the text with the class. Talk over the progress 
of the dramatizations. Get an expression as to what scenes will be prepared by 
Friday. 

Wednesday : Continue such portions of the text as remain. If Poe and 
Hawthorne are the writers for discussion, get some comment on the dramatiza- 
tion of their worlds. Asli pupils to talk about the stories they are reading or 
have read from Poe or Hawthorne. Ask pupils to bring in some of their 
dramatizations as far as they have finished them for general discussion. 

Thursday : Discuss some of the dramatizations from Hawthorne or Poe. Plan 
with the class an informal dramatic presentation for Friday. Assign parts for 
Poe's Oold Bug. for example. Some pupil may have scenes arranged which will 
be convenient to follow. 

Friday : A rather impromptu play of Poe's Gold-Bug. Make the finding of 
the gold the climax even if the story order and emphasis is changed. Begin with 
the Gold-Bug and the deciphering of the directions for finding the gold. Then 
proceed to the hunt, and the successful issue. Let the pupils make up action and 
dialogue. Enter into the spirit of the production ; it will be a crude production, 
but it will help to make the story real. If the pupils hesitate to furnish action 
and dialogue, or if the teacher hesitates to try action and dialogue, let him read 
portions of the story, while the pupils arrange pictures or tableaux of the 
chosen scenes. After the part suitable for presentation is made real, the teacher 
may well call the attention of the class again to the order of events in Poe's 
writing of the story. Show that his interest was not so much in the securing 
the gold as in the problem involved in finding where it was located. Show how 
this ratiocinative tale differs from other stories. 

SEVENTH WEEK 

Specific aim : Facts of literary history and biography suhordinated to first 
hand knowledge of the writings. 

WRITTEN WORK BEADING 

Dramatization, or Free reading. En- 

theme on outside courage pupils to 
reading. read for information, 

instruction, and en- 
joyment. Ask them 
to relate this read- 
ing to the class 
work. 
EIGHTH WEEK 
Specific aim: Facts of literary history and hiography used to make the read- 
ings vital and real. 



RECITATIONS 

Text, Chapter IV. 

Themes considered in class. 



Text, Chapter IV completed, 
and a portion of Chapter V. 
Themes considered in class. 



Theme on any- Free reading, 

thing which has in- 
terested the pupil in 
class or in the out- 
side reading. 

NINTH WEEK 

Specific aim : Thorough review of facts. 

Text reviewed. Written test on I Written test on I Free reading. 
Friday. | Friday. I 

TENTH WEEK 
Specific aim : Approach to- an appreciation of Franklin. 

Theme on Frank- Free reading, 

lin. Let this be gen- 
eral : 

What I Know Now 
About Franklin. 

Franklin in Ameri- 
can History. 

A Brief Biography 
of Franklin. 

Franklin, the 
Writer. 



Franklin's Autobiography begun. 
Review Franklin in the text, p. 67. 
Consider Introduction (p. 9). 



ENGLISH teachers' HANDBOOK 



45 



ELEVENTH WEEK 

Specific aim : Making the life and times of Franklin real. 



RECITATIONS 

Franklin's Aiitobiofiraphij (pp. 
27, 28, and pp. 2y-81). 

Read and discuss the work to- 
gether. Ten pages a day will finish 
the book in time for review. See 
suggestions in Marsh's Manual for 
passages to read aloud and for 
theme suggestions. 

The class should become thor- 
oughly familiar with the life and 
times of Franklin through this 
study. 



WRITTEN WORK 

Theme : Franklin's 
Diplomatic Service 
(pp. l(i-18) or The 
Scientific Use of 
Kites, Then and 
Now, or Franklin's 
Father (p. 39), or 
Franklin, the Print- 
er (p. 52). 



READING 

Free reading. 



TWELFTH WEEK 

Specific aim ; Consideration of how Franklin learned to write, in the light of 
what the pupils have learned of composition. 



AiitoMography (pp. 81 to 130). 
Themes read and criticised in 
class to awaken additional inter- 
est in Franklin. 



Theme: How 
Franklin Learned to 
Write (p. 45), or 
Books That In- 
fluenced Franklin (p. 
42), or Franklin's 
First "Visit to Lon- 
don (p. 85), or The 
First Library in 
America (p. 129). 



Free reading. 



THIRTEENTH WEEK 
Specific aim : Franklin considered as a practical, moral man. 



Autobiography (pp. 130 to 
180). Get the facts as in a his- 
tory lesson. 

Remember oral composition in 
recitations and discussions. Read 
aloud. See that new words are 
mastered. See that pronunciation 
is good. 

Add new words to the class 
note book. 



A report on the 
outside reading. A 
formal report, or a 
dramatization of a 
selected portion of 
book. Franklin in 
Philadelphia (p. 62), 
or Franklin the 
printer in London 
(p. 100) are sug- 
gested. 



Free reading. 



FOURTEENTH WEEK 

Specific aim: Franklin contrasted icith the early icriters of Colonial New 
England; with Cotton Mather and Jonathan Edwards, for eceample. 

Autobiography (pp. 180-230). A theme on the Free reading. 

Notice the worldly-wisdom of 
Franklin. Notice his practical 
nature. Contrast him with early 
New England Puritans like 
Mather and Edwards. 

Consider the reports on the out- 
side reading one day of this week. 



A theme on the 
class work : 

Mrs. Franklin (pp. 
63, 67, 80, 128, etc.). 

The Franklin 
Stove (p. 188). 

Franklin and the 
University of Penn- 
sylvania (p. 189 £C.). 

An Imitation of 
Poor Richard's Al- 
manac (p. 155). 



46 



ENGLISH TEACHERS HANDBOOK 



FIFTEENTH WEEK 
Specific aim : Seeing Franklin in public life. 



RECITATIONS 

Autobiography continued (pp. 
230-268). Notice Franklin, the 
soldier, diplomat, and philoso- 
pher ; note his association with 
scientists of his day. 

Devote a day or two to oral 
composition, subjects drawn from 
the class work, or from the out- 
side reading. 



WRITTEN WORK 

Dramatized selec- 
tions may be acted, 
or oral reports on 
reading may be given 
in place of the writ- 
ten work. 



READING 

Free reading. 



SIXTEENTH WEEK 

Specific aim : General view of the autobiography, 
biography as a piece of literature. 



Review Autobiography. 
oral composition. 



Finish 



No written work. 
Finish oral reports. 



Appreciation of the auto- 
reports on 



Oral 
reading 



SEVENTEENTH AND EIGHTEENTH WEEKS 

Specific aim : Review to fix in mind important facts of literary history, to 
deepen acquaintance ivifli early American life and tcritings, especially the life 
of Franklin, and to shoiv pupils what progress they hare made in their own 
thinking and expression. 

General review and first term examinations. 



(SECOND HALF YEAR) 
NINETEENTH WEEK 



Specific aim : Appreciation of American Literature, especially poetry. 



RECITATIONS 

Text, Chapter V, completed. 

The teacher may give supple- 
mentary material or draw upon 
the outside readings. The school 
library should contain the works 
of all the important American 
writers, and the teacher should 
utilize them. First hand acquaint- 
ance with literature is more im- 
portant than study about litera- 
ture. 



WRITTEN WORK 

Imitation of some 
of the simple Ameri- 
can poems, or themes 
from the outside 
reading. ( See the 
Marsh Manual for 
theme subjects on 
each of the classics.) 



TWENTIETH WEEK 



Specific aim : Appreciation of American Poetry. 



Text, Chapter VI. Supplemen- 
tary work as the teacher sees fit. 
The class will have read many of 
the American poems in readers. 
Poems may be memorized. 

Some of the themes of last week 
read in class. 



Another exercise in 
verse composition. 
The pupil may choose 
an American poem 
for imitation, some- 
thing related to the 
work of the week. 

Let the school li- 
brary be used. Selec- 
tions from Longfel- 
low, Whittier, 
Holmes, Lowell, Em- 
erson, and others 
may serve as models. 



READING 

Free reading. 



Free reading. 



ENGLISH teachers' HANDBOOK 



47 



TWENTY-FIRST WEEK 
Specific aim : Appreciation of American Prose. 



RECITATIONS 

Text, Chapter VII. 

Last week's themes considered 
in class. Some of the themes may 
be compared with the models they 
imitate. 



WRITTEN WORK READING 

Theme: Sugges- Free reading, 

tions to Poets or 
Prose Writers in My 
Home Community ; 
What Subjects for 
Poetry or Prose 
Writers Would Find 
There. (The work of 
the textbook is on 
Southern Writers.) 

TWENTY-SECOND WEEK 
Specific aim : Appreciation of the ivork of different parts of America. 

Free reading. 



A theme from his- 
tory related to class 
study. 



Text, Chapter VIII. The teacher 
may give supplementary material, 
using the school library. 

Last week's themes considered. 

TWENTY-THIRD WEEK 

Specific aim : Knoicledge of facts of literary history and biography. AppreciOr- 
tion of the work of the writers. 



Text, Chapter IX. Use the text 
to awaken interest in typical se- 
lections. 



A theme from the 
outside reading in 
the nature of a re- 
port. 



TWENTY-FOURTH WEEK 

Specific aim : Knoivledge of recent writers. 



Text, Chapter IX, finished and 
reviewed. 



A weekly theme on 
any writer mentioned 
in the text this week. 
Let the pupils look 
up material on the 
writer outside of the 
lextbook. He may use 
the school library. 



TWENTY-FIFTH WEEK 



Free reading. 



Free reading. 



Specific aim : Knowledge and appreciation of recent writers. 



Text, Chapter X. begun. 

Themes considered in class ; they 
may give the class considerable in- 
formation in addition to that 
brought out in other recitations. 



Outline for a 
theme to be handed 
in next week, a so- 
called fortnightly 
theme. The outline 
should be a record of 
work done, not mere- 
ly a promise of what 
the pupil will do 
later. 



TWENTY-SIXTH WEEK 



Free reading. 



Specific aim : Knowledge of American ivrilings in the light of literary history 
and biography. 



Text, Chapter X, completed. 
Outlines for fortnightly themes 
considered. 

These outlines should contain 



Finished fortnight- 
ly theme, due on 
Friday, on the plan 
worked out last 



Free reading. 



48 



ENGLISH TEACHERS HANDBOOK 



RECITATIONS 

all the material the pupil will use 
in his theme. Next week, then, be 
may spend his time wholly ou 
the problem of expression, and not 
be under the necessity of gather- 
ing material. 



WRITTEN WORK 

week, outline to be 
handed in with the 
theme. 

This theme is to 
be longer than the 
usual weekly themes. 



TWENTY-SEVENTH WEEK 

Specific aim : Review of main points in the text to emphasize them. 



General review of the text, 
with a written test on Friday. 
Themes considered in class. 



Preparation 
written test, 
day. 



for 
Fri- 



A portion of read- 
ing completed ; re- 
ports next week. 
The reports are to 
be oral, or drama- 
tized selections, 
suitable for presen- 
tation. 



TWENTY-EIGHTH WEEK 



Specific aim: Drill in oral composition. Testing the outside reading. 

No written theme. 
Oral composition or 
dramatized selec- 



Give the week to oral reports 
on the outside reading ; oral com- 
positions in the nature of three 
to five minute speeches or recita- 
tions. 



tions acted in class, 
either to be drawn 
from the outside 
reading. 



Oral reports, or 
dramatized selec- 
tions from the out- 
side readings given 
in class. 



TWENTY-NINTH WEEK 
Specific aim : The requirements 0/ argumentation and exposition made plain. 



Begin the Washington, Wehster, 
Lincoln selections. Consider in- 
troductory material. 

Part Five of Herrick and Da- 
mon's New Composition and Rhet- 
oric may be taken up here if the 
teacher wishes it. The discussion 
of Exposition and Argumentation 
may be of use in preparing to 
read the Addresses and Speeches 
in the chosen classic. 



A brief biography 
of Washington. The 
school library may 
be searched for ma- 
terial. The Ency- 
clopedia, American 
History and His-, 
tories of American 
Literature will fur- 
nish material from 
which the pupil is 
to select a title, or 
theme, narrowed to 
convenient size. 

Suggestions: 
Washington the 
Boy. Washington 
the Youth. Wash- 
ington the Soldiei- — 
French-Indian War. 
Washington in the 
Revolution. Wash- 
ington the Presi- 
dent. 



Free reading. 

The class should 
read in review, in 
the American Litera- 
ture text, "The 
Revolutionary 
Statesman." 



ENGLISH teachers' HANDBOOK 



49 



THIRTIETH WEEK 
A WEEK OF DAILY EXERCISES, WASHINGTON'S "FAREWELL ADDRESS" 

Specific aim : Appreciation of the spirit of Washington. Review of the Revo- 
lutionary period in American literary history. 

Monday : Consider some of the themes of last week. Select those that will 
help the class in the study of "The Farewell Address." Review rapidly the work 
of last week. Give emphasis in review to "The Farts of a Discourse" (pp. 19-24), 
omitting the outline of the Bunker Hill Monument Address (p. 24 ff.). Consider 
Washington's "The Farewell Address" (pp. 35-41). Outline the address as far 
as the class studies each day. (See Model, Introduction, p. 24 flf.). In the 
notes (p. 135 fC.) consider "Authorship," and a portion of the topic, "The 
Occasion and the Circumstances." Begin at once to notice the "universal ele- 
ment of truth," and the "evidence of a great personality" in the address. The 
notes in this section, "The Occasion and the Circumstances" begin with this sig- 
nificant sentence : "What is excellent in literature is preserved because of the 
universal element of truth and the evidence of great personality in it." Note 
the spirit of the author in beginning the address. Note the dignified tone of the 
address. Note from the b(^ginning the "repression of the controversial spirit" 
in it. Read aloud as much" as possible. It would lie a good plan to make an 
outline on the blackboard of the portion studied for the day. When the outline 
is completed, the class may read aloud, noting the outline as they read. Assign 
for Tuesday pages 41-45. 

Tuesday: Outline the iiprtion (pp. 41-45) on the blackboard and read and 
discuss that portion. Consider this as a division of the whole composition, and 
notice the division of the subject into sections and into paragraphs, but above 
all, get the thought of the address, and appreciate the purpose and sincerity of 
the man who gave it. The notes (p. 136) will help teacher and class analyze 
this portion of the study. 

Wednesday : Outline with the help of the notes and by searching out para- 
graph topics the section of the Address (pp. 46-51) and review the points dis- 
covered Monday and Tuesday. On Tuesday some attention was given to para- 
graphs in the study. Today some attention may be given to sentences, but the 
main emphasis should be on the thought of the essay. Suljordinate the study 
of form to the study of content. 

Thursday : Outline first, then read aloud the remainder of the address (pp. 
51-55). Let the outline show the logical structure of the piece. Let the reading 
aloud emphasize the "oral quality" of the address (see Introduction, pp. 14-15) 
for a discussion of "The Oral Quality" in speeches and addresses. Some par- 
ticular attention may be given today to words, since the whole composition, the 
paragraph, and the sentence were noticed on the other days of this week. Dis- 
cuss, that is, spell, define, get the history of such words as (pp. 51-58) : 



insidious 

conjure 

wiles 

baneful 

impartial 

defence 

partiality 

connexion 

fulfilled 



primary 

controversies 

artificial 

vicissitudes 

collisions 

pursue 

eflicient 

neiitrality 

scrupulously 



belligerent 

acquisitions 

humor 

permanent 

peculiar 

unnecessary 

defensive 

remote 

implicate 



extraordinary 

emergencies 

harmony 

recommended 

preferences 

mutual 

independence 

illusion 

intrigue 



Notice how these words are used in the address. Consider the sentence (p. 
53) beginning, "But even our commercial policy," etc. Notice the punctuation 
in this sentence. Some people think in commas and periods merely ; some think 
also in colons and semicolons. See how Washington thinks. 

Friday : Tut the whole outline together and take a bird's-eye view of "The 
Farewell Address." Review the main points. The analysis is a means to an end. 
The end is familiarity with the address. The pupils should carry away with 
them a real knowledge of this speech, and an appreciation of "the appeal of 
great national principles which the address embodies." Collect the themes which 
are due today. Assign for Monday of next week Webster's "The Character of 
Washington."" Tell the class that this is an exposition of the principles found 
in Washington's "Farewell Address." 



50 



ENGLISH teachers' HANDBOOK 



THIRTY-FIRST WEEK 



Specific aim : Bevieio of the National and Civil War periods, 
mtation and exposition in Webster's speeches and addresses. 



mentation 

KECITATIONS 

"The Farewell Address" com- 
pleted : "The Character of Wash- 
ington" (p. 56) begun. Review 
Abernethy (p. 212). Read the bet- 
ter themes of last week. 



WRITTEN WORK 

Theme : A brief 
biography of Lincoln 
in preparation for 
the study of some of 
his speeches. Let the 
subject be narrowed 
to suitable size. 



Study of argu- 



READING 

Free reading. 



Specific aim 

"The Bunker 
Address" (p. 74) 
week read. 



THIRTY-SECOND WEEK 

Appreciation of the formal oratory of Webster's day. 



Hill Monument 
Themes of last 



Theme : An ac- 
count of the Battle 
of Bunker Hill ; ma- 
terial to be drawn 
from American his- 
tory. 



Free reading. 



THIRTY-THIRD WEEK 



Specific aim : Comparison of later oratory as represented hy Lincoln with 
earlier American and English oratory as represented by Webster and Burke. 

A short imitation 
of the Gettysburg 
Speech. Compare 
President Lincoln's 
Speech, 1863 (p. 117 
ff.) with President 
Wilson's Speech at 
Gettysburg, 19 13, 
which the teacher 
may find in news- 
paper files. 



Selections from Lincoln begun. 

Read aloud. Note the difference 
in oratorical style between Web- 
ster and Lincoln. 

Consider some of the best 
themes of the last week in class. 
Read Holmes' "Grandmother's 
Story." , , 

This, with the pupils themes, 
will awaken interest in the 
"Bunker Hill Monument Address." 



The reading report 
is due next week. 
Pupils who are read- 
ing Burke may com- 
pare him with Web- 
ster and Lincoln. 
Compare Burke with 
American orators. 



THIRTY-FOURTH WEEK 

Specific aim : Review for clear understanding and appreciation of American 
oratory. 



Review the Washington, Web- 
ster and Lincoln selections. Writ- 
ten test on Friday. Themes con- 
sidered. 



Written report on 
outside reading, last 
report. This may be 
a dramatization. 



Reading finished. 



THIRTY-FIFTH AND THIRTY-SIXTH WEEKS 

Specific aim : General review of the half year, not as a test to furnish the 
teacher knowledge, but to help the pupil fix important facts in mind and measure 
his progress. 

General review and final examinations. 



THE FOURTH YEAR 

Specific Aim 

In Reading: Thorough Jcnoicledge of the important facts of English 
Literary History; appreciation of typical masterpieces of English Litera- 
ture by means of the intensive study of classics and extensive reading in 
selected classics; and the development of taste in reading. 

In Writing and Speaking: Development of taste and appreciation in 
reading by means of writing; and continued drill in correct and effective 
writing through longer and more carefully planned exercises. 

CLASS WORK: The time of the class in the first half of the Fourth 
Year may be given to recitations and discussions based on Newcomer's 
English Literature, Chapters I-XII; to Shakspere's Macbeth; and to 
Milton's L' Allegro, II Penseroso, Comus and Lycidas. The text covers 
English literary history from the beginning to the end of the seventeenth 
century. Let it furnish the background for the study of the classics; that 
is, take up Macbeth when the Elizabethan Period, Chapter X, is finished, 
and take up the Minor Poems of Milton when the Caroline and Puritan 
Period, Chapter XI, is finished. 

In the second half of the year study the text from Chapter XII to the 
end, that is, the Eighteenth and the Nineteenth Centuries. When Chapter 
XV, ' ' The Age of Johnson and Burke, ' ' is completed, take up Carlyle 's 
Essay on Burns. When Chapters XIX and XX are completed, take up 
Tennyson's Selected Poems. 

The classics suggested for study complete several of the College Entrance 
Requirements; they are arranged chronologically, a typical study for the 
sixteenth, seventeenth, eighteenth and nineteenth centuries; and they repre- 
sent also such types of literature as the drama, the masque, the lyric, the 
prose essay, the idyll, and other forms of poetry. The teacher will be 
interested in the abundance of supplementary material which Newcomer and 
Andrews' Twelve Centimes of English Poetry and Prose gives. The school 
library should have several copies of this collection. Palgrave's Golden 
Treasury will be very useful for supplementary reading also. 

Let study about literature be subordinated to first hand acquaintance 
with literary masterpieces. Reviews and tests should be given by the teacher 
as often as he thinks such exercises will increase the pupil's familiarity 
with English literature. 

THEME WORK: The themes this year are longer than before and less 
frequent; they give pupils more time for careful planning; and they aim to 
give pupils drill in sustained composition. The written work should be 
associated with the study of literature and it should increase the pupil's 
appreciation for good literature ; some themes, however, should be drawn 
from other sources than from reading. 

51 



52 ENGLISH TEACHERS^ HANDBOOK 

OUTSIDE EEADTNG: The outside readings are given mainly to create 
interest in reading. Tliis year, however, they may be mad^ to follow the 
class Avork quite closely. For example, if a pupil should select for outside 
reading Hamlet, Paradise Lost, Thackeray's English Humorists, Macaulay's 
Essays' on Clive and Hastings, Saott's Queniin Durward, and Dickens' 
David Copper-field he could make his reading supplement his class work. 
Palgrave's Golden Treasury, Macaulay's Essays on Milton and Addison, 
Thackeray's Henry Esmond, Dickens' David Copperfield, Euskin's Sesame 
and Lilies, and Browning's Selected Poems is another interesting combina- 
tion. It is altogether likely that the pupil will enjoy his reading more if 
he can make it supplement the class work. The teacher should help make 
the selections when asked for help, and he should try to awaken interest 
when he gives out the list of outside readings by commenting briefly on each 
book. The teacher and class will enjoy at least one class period given over 
to pleasant chat about the books in the reading list. The teacher may 
require reading reports in themes or in a formal note book. He should 
discuss with the pupils a satisfactory plan for the reports. (See "Outside 
Eeading, " first year.) The list suggested for the year is as follows: 

Ttvo Novels: 

Scott: Quentin Durward. 
Dickens: David Copperfield. 

* Thackeray: Henry Esmond. 
Two Essays: 

DeQuincey: Selections. 

Macaulay: Essays on Clive and Hastings. 

Essays on Milton and Addison. 
Thackeray: English Humorists. 
Euskin: Sesame and Lilies. 
Tivo Units of Poetry: 

* Chaucer: Selections. 
Shakspere: Hamlet. 

Milton: Paradise Lost, Books I and 11. 
Dryden: Palamon and Arcite. 
Browning: Selected Poems. 

* Palgrave : The Golden Treasury. 

To inspire interest in the readings the teacher should look over the intro- 
ductory material or helps in the classics and encourage his pupils to read 
prefaces and introductions. The following comments are mere suggestions, 
which the teacher may enlarge upon at pleasure. 

Quentin Durward may be interesting as a type of the nineteenth century 
historical novel. It may be compared with Ivanhoe. Following the map 
(p. 6) may lead the pupils to interesting places. Manners and customs and 
romantic material will be of interest. 

David Copperfield is long, but it is interesting, the class may be told, 
because it is in a way autobiographical. It may be considered as a typical 
Victorian novel. It will help readers to appreciate English life and char- 
acter. Peggotty, Barkis, Aunt Betsey Trotwood, Micawber, Uriah Heep, 
and Dora are household names in the English speaking world. 



* Classics marked with a star are represented in Simons and Orr's Dramatisa- 
tion. 



ENGLISH teachers' HANDBOOK 53 

Henry Esmond will be especially interesting to those who can read The 
Virginians also. It will help pupils to undeistand the early eighteenth cen- 
tury, since some of the literary characters of the period figure in its pages. 
Esmond, and Lady Castlewood, and Beatrix are very interesting characters. 
Henry Esmond, like David Copperfield, is a good man. Two selections are 
made from Henry Esmond in Simons and Orr's Dramatization; "Esmond's 
Eeturn from the Wars," and "The Making of Addison's Poem, 'The 
Campaign. ' ' ' 

DeQuineey 's Essays may be related to the early part of the nineteenth 
century and the study of Eeviews and Reviewers, since DeQuineey con- 
tributed to the Eeviews and was associated with some of the famous critics 
and editors of his day. "Joan of Arc" is an Englishman's defense of 
French character, and the "English Mail Coach," among other interesting 
matters, gives some good pictures of Oxford students and student life. 
DeQuineey 's prose style is famous. 

The Essays of Macaulay are typical nineteenth century essays. Macau- 
lay's prose has been widely imitated. The Essays on Clive and Hast- 
ings give interesting pictures of India and England in the middle of the 
eighteenth century. Those who are interested in Burke will see him to 
advantage in the trial of Warren Hastings. The Essays on Milton and 
Addison may be used to supplement the study of these writers and their 
periods. 

Thackeray's English Humorists will supplement the study of Thackeray 
himself and the study of such writers as Swift, Steele, Pope, Sterne, and 
Goldsmith. 

Euskin's Sesame and Lilies will be interesting when the class is studying 
the later nineteenth century. It will help pupils to appreciate the spirit 
of Euskin. What Euskin says about books and reading should interest all 
members of the class. What Euskin says of "Lyeidas" (p. GO) is worth 
noting. 

The selections from Chaucer may be used when the class is studying the 
Chaucer Period. The pupils will not read the Old English easily, but they 
may get the story of "The Nun's Priest's Tale," and "The Pardoner's 
Tale," and they may read some of the shorter poems and the notes about 
them in order to appieeiate tlie influence of French and Italian poetry upon 
English poetry in this age. They may compare "The Knight's Tale" with 
Dryden's Palamon and Areite. The teacher may read some of the Chaucer 
Selections and call attention to the language and versification (p. 58). 
Book Four of Simons and Orr's Dramatization contains suggestions for the 
use of "The Prologue," adapted to dramatic treatment through the 
tableaux, accompanied by reading. See "The Evening at the Tabard" 
(p. 31). 

Hamlet may be read when the class is studying Macbeth. It will give an 
additional tragedy from Shakspere, and an additional unit from the 
Elizabethan Period. 

Milton's Paradise Lost may be read when the class is studying Milton 
or in the latter part of the seventeenth century. It may be related to the 
Puritan and Cavalier Period. 

Dryden's Pcdamon and Arciic may be read in connection with Dryden 
and compared with Chaucer's "The Knight's Tale," of which it is a 
translation. 



54 



ENGLISH TEACHERS HANDBOOK 



Browning's Selected Poems ntay be used to acquaint the reader with 
Browning, to contrast Tennjson and Browning, and to represent one phase 
of Victorian expression. 

Palgrave's Golden Treasury may be used throughout the year, since it 
contains illustrations of poetry in all the modern periods. The teacher 
should have a copy and each pupil would do well to select this as one of his 
units of reading. If all the class could have this classic the teacher could 
refer to it in the study of each chapter. No book in the list will be treas- 
ured more by the pupils when they get to know it. 



THE FOUETH YEAE BY WEEKS 



(FIRST HALF YEAR) 

FIRST WEEK 

Specific aim : Conception of the purpose of literature. 
the ivork of this year. 

RECITATIONS 

Newcomor's Enplish Literature, 
Chapters I and II. 

Newcomer and Andrews' Twelve 
Centuries of English Poetry and 
Prose (pp. 1-28), contains selec- 
tions from Beowulf, Caedmon. 
Bede, and the Anglo-Saxon Chron- 
icle. 



WRITTEN WORK 

Theme, due Fri- 
day : Books I Have 
Read and Liked. 

The pupil's list of 
readings for the term 
is to be given the 
teacher by Wednes- 
day. 



Awakening interest in 



READING 

Give list of out- 
side readings and ex- 
plain the nature of 
reports. Awaken in- 
terest in the reading. 
(See Outside Read- 
ing above.) 



SECOND WEEK 



Specific aim : Learning the facts 
Middle English Period. 

Discuss some of the themes sub- 
mitted last week. Talk over the 
selection of outside readings. 

Text, Chapters III and IV. 
(Newcomer and Andrews' Tivehe 
Centuries of EixjU.^h Poetry and 
Prose, pp. 29-36 ; selections from 
Geoffrey of Monmouth, the Ancren 
Riwle, Proverbs of King Alfred.) 



of the Old English Period and the Early 



No theme. Let the 
pupils make general 
preparation for a 
long theme next 
week. Suggestions : 

The Canterbury 
Tales, the Prologue. 

The Pardoner's 
Tale Retold. 

The Nun's Priest's 
Tale Retold. 

The Times of 
Chaucer, M a n n e rs 
and Customs, a brief 
summary. 



Outside reading, a.s 
in the other years, 
but related to the 
class work. 



THIRD WEEK 
Specific aim : Understanding and appreciation of the Age of Chaucer, and 
of Chaucer as a poet. 



Text, Chapter V. (Newcomer 
and Andrews, pp. .'57-62.) 



A theme drawn 
from class work, or 
outside readings. Let 
the theme be longer 
than in the earlier 
years. 



Readings. 



ENGLISH teachers' HANDBOOK 



55 



FOURTH WEEK 

Specific aim : Learning the facts of Literary History of the Fifteenth Century 
tvith emphasis upon the Miracle Plays and Ballads. 



RECITATIONS 

Text, Chapter VI. (Newcomer 
and Andrews, pp. 69-124.) Re- 
view. 



WRITTEN WORK 

No theme. 

A written report 
on the outside read- 
ing is due next week. 



READING 

Readings. 
Written report 
next weels. 



FIFTH WEEK 
Specific aim: Learning the facts of Literary History. 



Text, Chapter VII and Inter- 
chapter. (Newcomer and Andrews, 
pp. 69-124.) 



A written report 
on outside reading. 
Longer reports than 
in the earlier years. 
The teacher will do 
well to suggest a 
form for the written 
report. He may adapt 
the form to the kinds 
of literature the pu- 
pils are reading. 



SIXTH WEEK 



Specific aim: Appreciation of Elizabethan Poetry. 



Text, Chapter VIII. (Palgrave's 
Oolden Treasury, Book First. 
Newcomer and Andrews, pp. 125- 
150.) 



No theme, but gen- 
eral preparation for 
a theme next week. 
Suggestions : 

The Sonnet in 
Shakspere's day. 

Elizabethan Lyric 
Poetry, a brief sum- 
mary. 

Allegory in Spen- 
cer's Faerie Queene. 

Pastoral Poetry ; 
what it is. Typical 
examples. 



SEVENTH WEEK 



Readings. 



Readings. 



Specific aim: Learniiuj the facts about Elir-abethan plays and Elizabethan 
Prose. Preparation for the intensive study of a play by Shakspere. 



Text, Chapters IX and X. (New- 
comer and Andrews, pp. 151-219.) 



Fortnightly theme 
drawn from class 
reading, or from out- 
side reading. 



Reading. 



EIGHTH WEEK 

Specific aim : Close acquaintance with the play 
the work of Act I. 

Text, Review Chapter IX. Begin No theme. 

Macbeth. Introductory material Preparation 

and Act I. (Note suggestions to theme drawn 
teachers, p. 37.) the study of 

Act a portion of the play ; that beth. 
Is, accompany action by reading of 
the lines. Instead of reciting lines 
the pupils may read them. 

Memorize Act I, Scene V, lines 
17-33 (p. 60). 



of Macbeth. Appreciation of 

Reading. It would 
for a be well for the whole 
from class to read Ham- 
Mac- let; to compare it 
with Macbeth as an 
additional play from 
the Eliz a b e t h a n 
period. 



56 



ENGLISH teachers' HANDBOOK 



NINTH WEEK 



Specific aim : Appreciation of details in Macheth. 



RECITATIONS 

Macheth, Act II. (Note sugges- 
tions in the Marsh Manual.) 

The class will prepare on the 
notes and on the glossary each 
day. 

Memorize Act II, Scene II, lines 
20-40 (pp. 75, 76). 



WRITTEN WOKK 

Fortnightly theme. 
Suggestions : 

The Character of 
Macbeth. 

The Character of 
Lady Macbeth. The 
purpose of the First 
Act. The Witches in 
Macheth. 



READING 

Reading. 



TENTH WEEK 



Macheth. Act III, notes, glos- 
sary, memory passages, study of 
the structure. Givo short tests in 
placing and explaining significant 
quotations. A test Friday. 

Memorize Act III, Scene I, 
lines 48-72 (pp. 90, 91). 



Supplementary 
reading. 



Specific aim : Appreciation of details in Macheth. Improvement in literary 
taste. 

No theme. A test 
Friday on placing 
and explaining quo- 
tations ; that is, 
place several signifi- 
cant quotations on 
the blackboard and 
ask pupils to locate 
them and explain 
their meaning. 



ELEVENTH WEEK 



Specific aim : Appreciation of 
Familiarity icith the play. 

Macheth, Act IV. Structure, 
Character analysis, notes and 
glossary. Act a portion of the 
play by reading lines to accompany 
action. The linos may be mem- 
orized if the teacher makes the 
assignment several days before the 
scenes are to be acted. 



plot tcorl-, and character work in the play. 



Fortnightly theme. 
Suggestions : 

The Changes in 
Macbeth's Character. 

Lady Macbeth's 
estimate of Macbeth. 

The I'orter Scene. 

The Character of 
Macduff. 

The Love of Mac- 
beth for Lady Mac- 
beth. 



Free reading or 
parallel reading. 
Reading in Hamlet 
suggested. 



TWELFTH WEEK 

Specific aim : A view of the play as a whole. Interest in dramatic structure. 



Macheth, Act. V. The play as a 
whole analyzed. Act a portion of 
Act V, either with lines memorizid 
or with reading. Written test 
Friday. 

Memorize Act V. Scene V, lines 
16-28 (pp. 14.5, 146). 



Review. 



Reading 



THIRTEENTH WEEK 



Specific aim : Understanding the Caroline and Puritan Period. Prepuraliitn for 
the intensive study of Milton's Minor Poems. 

A report on the | R e a d i n g, along 
outside reading. with the text, if pos- 

sible. 



Newcomer's English Literature, 
Chapters XI and XII. (Palgi-ave. 
Book II, Newcomer and Andrews' 
Twelve Centuries, pp. 220 to 289.) 



ENGLISH teachers' HANDBOOK 



57 



FOURTEENTH WEEK 

Specific aim : Interested approach to the Minor Poems of Milton. 



RECITATIONS 

Milton's Minor Poeiiis begun : 
Life of Milton, His times. In- 
troduction to "L'AlU'gro" and ''II 
Penseroso" (p. 33 ff.). 

See suggestions for tableaux of 
"L'Allegro" and "II Penseroso"' 
in Simons and Orr's Dramatiza- 
tion (p. 57). 



WRITTEN WORK 

No theme. 



READING 

Reading. 



A WEEK OP DAILY EXERCISES— FOURTEENTH WEEK 

Monday : Consider some of the reports on the outside reading which may be 
related to the period now studied, or to the work of Milton. See that the reports 
are well written. See that the pupils take an interest in their written work. 

Discuss England in Milton's Youth (pp. 10-20). 

Tuesday: Discuss the life of Milton (pp. 20-33) as a "Drama in Three Acts." 
Discuss the introduction to "L'Allegvo" and "II Penseroso" (p. 33 ff. ). Consider 
with the class the verse form of each of these poems ; contrast the introduction 
to each with the body of the poem in verse form. 

Assign for memorizing "L'Allegro," lines 25 to 50. Require the memory work 
in concert recitation, or call upon individuals. Go through the poem with thf 
notes. Hold the class responsible for thorough preparation on the notes. 

Assign "II Penseroso" and notes for Thursday. 

Wednesday : Read and study L'-Allegro. Require the memory work in con- 
cert recitation, or call upon individuals. Go through the poem "with the notes. 
Hold the class responsible for thorough preparation on the notes. 

Thursday : Read "L'Allegro" aloud. Compare it to a motion picture. 

Recite on the notes of "II Penseroso." 

Assign lines 31-60 for memorizing. 

Friday : Read "II Penseroso" aloud. The teacher may read, or the pupils may 
be asked to read. The notes should help the pupils to get their mental houses 
wired ; the reading aloud may turn on the light. 

Reioat memorized passages. 

Compare the two poems. 

Call attention to details which suggest pictures, colors, sounds, odors. 

Notice lines often quoted such as : 

"Light fantastic toe." 

"Every shepherd tells his tale 

Under the hawthorn in the dale." 
"jMeadows trim, with daisies pied." 
"The cynosure of neighboring eyes." 
"Tile tanned haycock in the mead." , 

"If Jonson's learned sock be on. 

Or sweetest Shakespeare, Fancy's Child, 

Warble his native wood-notes wild." 
"Of linked sweetness long drawn out." 
"Most musical, most melancholy." 
"I hear the far-off curfew sound 

Over some wide-watered shore, 

Swinging plow with sullen roar." 
"Where glowing embers through the room 

Teach light to counterfeit a gloom." 
"The story of Cambuscau bold." 
"Where more is meant than meets the ear." 
"And storied windows richly dight. 

Casting a dim religious light." 
"Till old experience do attain 

To something like prophetic strain." 



The teacher may have a quotation contest on Monday of next week if he likes. 



58 



ENGLISH TEACHERS HANDBOOK 



Specific aim 



FIFTEENTH WEEK 

Appreciation of lyric and dramatic poetry. 



RECITATIONS 

Study "Comus" : note masque 
history and type, Puritan and 
Pagan elements, setting and occa- 
sion. 



WRITTEN WORK 

A tlieme on Mil- 
ton. Suggestions : 

Milton's Educa- 
tion. 

Puritanism in Mil- 
ton's Day. 

The Cost of a 
Masque. 

The Story of 
Comus Retold. 

SIXTEENTH WEEK 
Specific aim : Thorough knowledge of Comus. 



READING 

Reading in Para- 
dise Lost is sug- 
gested. 



Oral reports on 
the outside reading 
if the teacher de- 
sires oral work in- 
stead of written 
work. 



Reading as before. 



Finish "Comus." Finish "Ly- 
cidas." (See "Comus" abridged, 
for High School Production, Si- 
mons and Orr's Dramatization, 
Fourth Year, p. 75.) 

Oral reports on the outside 
readings. 

SEVENTEENTH AND EIGHTEENTH WEEKS 
Specific aim : Revieic of literary history and increased familiarity with Mac- 
beth, and tcith the Minor Poems of Milton. 
General Review and First Term Examinations. 



(SECOND HALF YEAR) 
NINETEENTH WEEK 
Specific aim : Knowledge of the life and literature of the Early Eighteenth 
Century. Appreciation of the contrast between Classicism and Romanticism. 



RECITATIONS 

Newcomer's English Literature, 
Chapter XIII. (Newcomer and 
Andrews' Ticelve Centuries, pp. 
290-345). 



WRITTEN WORK 

A theme in imita- 
tion of the "Spec- 
tator" or "Tattler." 
A make-believe 
school paper with a 
fanciful title may be 
run for a time. The 
teacher is editor and 
will accept only the 
best for reading 
aloud. A little orig- 
inality and audacity 
may be encouraged. 



TWENTIETH WEEK 

Specific aim : Study of the rise of the English novel, 
the novel as a form of literature implies. 



Text. Chapter XIV. (Newcomer 
and Andrews' Twelve Centuries 
as in last week.) 



Prepare a c o n- 
tribution for next 
week's school paper. 
Suggestions : I'ros- 
pectus ; The Club ; 
Sir Roger in Our 
Town ; Our Church ; 
Our Theatre ; Our 
Ned Softly ; Frozen 
Words ; A Coquette 
at Heart. 



READING 

Reading parallel 
with class work as 
far as possible. 



Conception of what 
Reading. 



ENGLISH teachers' HANDBOOK 



59 



TWENTY-FIRST WEEK 

Specific aim : Familiarity loith the life and expression of the Later Eighteenth 
Century. Preparation for the study of Carlyle's Essay on Burns. 



RECITATIONS 

Text, Chapter XV. (Newcomer 
and Andrews' Twelve Centuries, 
pp. 346-414 ; Palgrave, Book III.) 



WRITTEN WORK 

Contributions to 
tlie Rattler, The 
Prattler, The Idler, 
The Brambler, or 
whatever the imag- 
inary school paper 
is to be. 



Reading parallel 
with class work if 
possible. 



TWENTY-SECOND WEEK 
Specific aim : Special study of Burns among his contemporaries. 

Reading. 



Text, Chapter XV, completed 
and reviewed. Give particular at- 
tention to Burns in preparation 
for the study of Carlyle's Essay 
on Burns. 

See Burns (p. 225 flf. in Pal- 
srave, and p. 401 ff. in Ttvelve 
Centuries) . 

See page 40 of the Lake Edition 
of Carlyle's Essay on Burns for 
list of the Poems of Burns men- 
tioned in this essay. 



A Spectator paper 
drawn from the out- 
side reading. Let 
the pupil select his 
theme. 



TWENTY-THIRD WEEK 
Specific aim : Making the pupil familiar with Carlyle and Burns. 

No theme. 



Begin Carlyle's Essay on Burns. 
Give a lesson on Carlyle. Give a 
lesson on Burns. Give a lesson on 
the Geography of the Carlyle and 
Burns Country. (See map, p. 10.) 



Begin last outside 
reading. 



TWENTY-FOURTH WEEK 
A WEEK OF DAILY EXERCISES ON CARLYLE'S "ESSAY ON BURNS" 

Monday : Assign a theme for Friday on a subject selected by the pupils. The 
study of last week will suggest a theme subject. The theme is to be somewhat 
like a Spectator Paper iu gcucral form and spirit. Take up Carlyle's Essay on 
Burns (pp. 43-48). In the recitation test the class on the notes (pp. 131, 132). 
See the note on page 42 also. \\'hat is the substance of the first paragraph of 
the essay? Where does Carlyle get the quotation in the third line? Define these 
terms which are used in the first paragraph : spinning-jenny, posthumous, penury, 
mausoleum (pronounce this word). "Why does Carlyle use the words mausoleum, 
bravp, shines, reared, in the fourth sentence of the first paragraph? Notice the 
quotation, "No man, it has been said, is a hero to his valet," in the context, second 
paragraph. What is the point of the second paragraph? What is the point of the 
third paragraph? The fourth? Get Carlyle's idea of biography in the fifth para- 
graph. Read this paragraph over two or three times. Assign it for memory work. 
Ask the class to have it committed by Thursday. 

Assign for Tuesday pages 48-55. Ask the class to read aloud at home pages 
43 to 48, aud ask them to try to got acquainted with Carlyle as they read. Ask 
them to imagine they can see him and hear him. Have them find a picture of 
Carlyle and look at it. Have them study a picture of Burns also. Tell the pupils 
to prepare for Tuesday just as they would prepare a history lesson. They should 
get the points made by the writer. They should learn any words which are new 



60 ENGLISH teachers' HANDBOOK 

or strange to them. The teacher may ask them to be sure that they can define, 
pronounce and spell such words as : 

prodigy irrepressible venerable credulity 

tumultuous darksome cranreuch seolian 

censure eclipsed anthem articulate 

lynx azure paragons vintners 

enthusiasm melancholy arcadian gauging 

intrinsic pyramid supercilious 

prosaic effluence abasement 

discerns bauble despondency 

Pupils should not think that they know these words until they have looked them 
up in the dictionary. Let them get the full significance, for example, of aeolian, 
and arcadian, and abasement. 

Tuesday : Pages 48-.55. Ask questions to find out how the class has prepared. 
Read aloud the portion for the day. Notice the figure of speech on pages 49, 50. 
"A Dwarf," etc. How does this figure apply to Burns? See how the thought of 
this figure is carried out in the paragraph following (pp. 50, 51). Notice "the 
purple patch" at the end of this paragraph. "Alas his sun shone through a 
tropical tornado," etc. What does Carlyle say of criticism on page 51 ? What is 
said about a true Poet on page 52? By referring to the poems of Burns find the 
quotations on page 53. Note on page 54 the figure of "The Peasant Poet" — "like 
a king in exile," and the application of it. 

Wednesd.vy : Essay on Burns (pp. 55-61). What is the subject of this section? 
Note how the term sincerity is employed (p. 56). Get the significance of the com- 
parison of Burns and Byron (pp. 58, 59). How is the reference to the letters of 
Burns brought in on page 60? If sincerity is one characteristic of Burns' poetry, 
what does Carlyle say is a second merit? (p. 61). 

Thursday : Pages 61-72. Have the paragraph assigned for memorizing re- 
peated. Some pupils may be sent to the blackboard to write the passage. Assign 
for memory work, to be called for on Tuesday of next week, the paragraph, "The 
poet, we imagine," etc." (pp. 62, 03). 

Read aloud. Notice Carlyle's idea of a poet. What i9 "the whole Minerva 
Press?" Where does Carlyle get the quotation "from Dan to Beersheba?" 
What is the significance of Mossgiel, Tarbolton. Crockford's, The Tuilleries? 
(p. 65). What does Carlyle say of "rugged sterling worth" in the poetry of 
Burns? (p. 66). What does redolent mean? Put the quotations (pp. 67, 68,' 69) 
into their context. What does Carlyle say of the "strictly intellectual percep- 
tions" of Burns? (i)p. 70, 71). 

Friday : Pages 72-82. Collect the themes. Save them for consideration on 
Monday. Follow the thought from page 72 to 82 carefully. Place the quota- 
tions in this section in their true place in the poems of Burns. Test pupils on 
the notes and allusions. See that they get what Carlyle put into the thought. 
Review from page 43 to 82. Put the main points, or a general outline of the 
essay thus far on the blackboard. On the other days of the week pupils have 
given attention to details, allusions, etc. ; be sure today that they are getting 
familiar with Carlyle's way of looking at things and with his thought. See that 
they are familiar with the essay from the beginning to page 82. Assign for 
Monday of next week the essay (pp. 82-130). Assign a written test on Car- 
lyle's Essay on Burns for Friday of next week. The written test is to find out 
if they know the essay. 

TWENTY-FIFTH WEEK 

Specific aim : Familiarity with Carlyle's Essay on Burns. Appreciation of 
the Nineteenth Century prose essay. 



RECITATIONS 

Carlyle's Essati on Burns (82- 
89 ; 89-100 ; 100-114 ; 114-123 ; 
123-130). See that the pupils 
get thoroughly familiar with the 
contents of the essay. 
■ Remember oral composition in 
the discussions. Memorize the 
paragraph (p. 63) beginning, 
"The poet, we imagine." 

Written test if time serves. 



WRITTEN WORK 

No theme. Per- 
haps a written test 
on the essay on 
Burns. 



READING 

As before. 



ENGLISH teachers' HANDBOOK 



61 



TWENTY-SIXTH WEEK 

Specific aim : Kvonlcihic of Hie life and literature of the early ISHneteenth 
Century. Appreciation of rnniantiv expression. 



RECITATIONS 

Review Newcomor, English Lit- 
erature and take in advance, 
Chapter XVI. (Palgrave, pp. 
247-396 ; Ttvelve Centuries, pp. 
415-527.) 



WRITTEN WORK 

If the pupils like 
the idea of the 
school paper with 
the teacher as edi- 
tor, now on begin- 
ning the Nineteenth 
Century, the essays 
may be like tho.se 
contributed to the 
Quarterly Review 
or the Edinburgh 
Review. The Spec- 
tator contains one 
type of the Eng- 
lish Essay, the 
Edinburgh Review 
another type. 
Lamb's Essays are 
of the first type, 
Macaulay's of the 
second type. 

Write a review 
of the book read 
outside of class in 
rather formal essay 
style as a contribu- 
tion to "The School 
Review," or what- 
ever the review 
may be named. 



READING 

Reading to supple- 
ment the class work 
directly if possible. 



Specific aim : 
prose writers. 

Text. Chapter XVII. {Twelve 
Centuries and Palgrave's Oolden 
Treasury as for last week.) 



TWENTY-SEVENTH WEEK 
Knowledge and appreciation of Nineteenth Century prose and 



Preparation for a 
formal essay of the 
review type for 
next week. No 
theme this week. 



TWENTY-EIGHTH WEEK 



Specific aim : Knowledge and appreciation of Victorian poets and poetry. 
Improvement in taste. 

An essay drawn Reading, 

from reading, of the 
formal type, that is 
somewhat like De- 
Quincey's Essays, 
or Macaulay's or 
Carlylc's. 



Text, Chapter XVIII (Pal- 
grave's Oolden Treasury, Book 
IV : Twelve Centuries, The Vic- 
torian Age, p. 526 fE.) 



TWENTY-NINTH WEEK 

Specific aim : Knowledge and appreciation of the Victorian novel and novelists. 

Text, Chapters XIX, XX. I No theme. I Reading as be- 

I fore. 



62 



ENGLISH teachers' HANDBOOK 



THIRTIETH WEEK 

Specific aim : Review of Nineteenth Century expression and preparation for 
close study of Tennyson's poems. 



RECITATIONS 

Text, finished and reviewed 
from Chapter XVI to the end. 
Tennyson, Selected Poems, begun. 



READING 

Reading to sup- 
plement the text. 



Specific aim : 

"Gareth and Lynette." Study 
notes, assign memory work. Use 
the introductory material. (See 
the Marsh Manual for sugges- 
tions for study.) (See also 
Dramatization, Fourth Year, p. 
37.) 



WRITTEN WORK 

A fortnightly 
theme on Tennyson, 
or on Browning, for 
comparison with 
Tennyson. Select a 
subject of suitable 
size under the gen- 
eral head. 

THIRTY-FIRST WEEK 
Appreciation of Tennyson as a typical poet of the Victorian age 
No theme. 



Reading parallel 
with the text if pos- 
sible. Read from the 
Victorian Period. 



THIRTY-SECOND WEEK 

Specific aim: Appreciation of Tennyson's poetry. Improvement in critical 
taste. Improvement in writing through study of literature. 



"Lancelot and Elaine." Study 
Notes. 

Memorize the first 33 lines (p. 
126). 

(See Simons and Orr s Drama- 
tization, Fourth Year, p. 52, for 
dramatization.) 



Fortnightly 
theme : The story 
o f "Gareth and 
Lynette" retold. 

The story of 
Arthur up to the 
time of "Gareth 
and Lynette." Alle- 
gory in "Gareth and 
Lynette." The 
story of "Lancelot 
and Elaine" retold. 

THIRTY-THIRD WEEK 
Appreciation and knoii-ledge of poems read 
No theme. 



Reading 
fore. 



be- 



Reading 
fore. 



as be- 



Specific aim 

Themes of last week read in 
class. 

Study of "The Passing of 
Arthur," "Mariana," "Recollec- 
tions of Arabian Knights," "The 
Poet." 

THIRTY-rOURTH WEEK 
Specific aim: Appreciation of Tennyson's mastery of form, and appreciation 
of his spirit and range. 

corn- 



Last reading re- 
port. 



Reading 
pleted. 



"The Lady of Shalott," "The 
Palace of Art," "The Lotus 
Eaters," "Northern Farmer" (old 
and new style). Selections from 
"In Memoriam." 

THIRTY-FIFTH AND THIRTY-SIXTH WEEKS 
Specific aim • Review intended to estaUish facts. Examination intended to 
test thought power, taste, and power of expression. 

Review and Final Examinations 



ENGLISH TEACHERS^ HANDBOOK 63 

UNIFORM REQUIREMENTS FOR 1915-1919 

Books that appear in the LAKE EDITION are in bold face type 

GROUP I. CLASSICS IN TRANSLATION 

The Old Testament, comprising at least tlie chief narrative episodes in Genesis. 
Exodus, Joshua, Judges, Samuel, Kings, and Daniel, together with the books of 
Ruth and Esther. 

The Odyssey, with the omission, if desired, of Books I, II, III, IV, V, XV, 

The Iliad, with the omission, if desired, of Books XI, XIII, XIV, XV, XVII, XXI. 

The Aeneid. .„,.,.,,.. 

The Odyssey, Iliad, and Aetieid should be read in English translations of 
recognized literary excellence. 

For any selection from this group a selection from any other group may be 
tubstitutcd. _ _ 

GROUP II. SHAKSPERE 

Midsummer Night's Dream Romeo and Juliet Coriolanus 

Merchant of Venice King John Julius Caesar 

As You Like It Richard 11 Macbeth 

Twelfth Night Richard III Hamlet 

The Tempest Henry V 

GROUP III. PROSE FICTION 
MALORY: Morte d' Arthur (about 100 pages) 
BUNYAN: Pilgrim's Progress, Part I 

SWIFT: Gulliver's Travels (voyages to Lilliput and to Brobdingnag) 
DEFOE: Robinson Crusoe, Part I 
GOLDSMITH: Vicar of Wakefield 
FRANCES BURNEY (Madame d' Arblay) : Evelina 
SCOTT'S NOVELS: any one (Ivanhoe and Quentin Durward)* 
JANE AUSTEN'S NOVELS: any one 

MARIA EDGEWORTH: Castle Rackrent, or The Absentee 
DICKENS' NOVELS; any one (A Tale of Two Cities, David Copperfield)* 
THACKERAY'S NOVELS: any one (Henry Esmond)* 
GEORGE ELIOT'S NOVELS: any one (Silas Marner) • 
MRS. GASKELL: Cranford 

KINGSLEY: Westward Ho! or Hereward the Wake 
READE: The Cloister and the Hearth 
BLACKMORE: Lorna Doone 

HUGHES: Tom Brown's Schooldays ■ v,.. ,-r 

STEVENSON: any one of the novels which are out of copyright (Treasure 

Island)''^ 
COOPER'S NOVELS: any one (The Last of the Mohicans)* 
PO E * Selected T3 ies 
HAWTHORNE: any one of the novels which are out of copyright (The House 

of The Seven Gables)* ,_ « ^u «.u ^ <>i- \ 

A collection of short stories by standard writers. (Types of the Short Story) 

GROUP IV. ESSAYS, BIOGRAPHY, ETC. 
ADDISON and STEELE: The Sir Roger de Coverley Papers, or Selections 

from The Tatler and The Spectator (about 200 pages) 
BOSWELL: Selections from the Life of Johnson (about 200 pages) 

rRVING^S^ieaions'from''the Sketch Book (about 200 pages) or The Life of 

Goldsmith 
SOUTHEY: Life of Nelson .._,./ i, * inn „o.roo^ 

LAMB: Selections from the Essays of Elia (about 100 pages) 
LOCKHART: Selections from the Life of . Scott (about 200 pages) 
THACKERAY: Lectures on Swift, Addison, and Steele in The English 

MACAU LAY: One of the following essays: Lord Clive, Warren Hastings. 
MiltonrAddlson, Goldsmith, Frederic the Great, Madame D'Arblay 

♦Where a choice is given the volumes to be found in the LAKE SERIES 
are given in parentheses. 



KGV M fc' 



V 



64 . ENGLISH teachers' HANDBOOK 

TREVELYAN: Selections from Life of Macaulay (about 200 pages) 

RUSKIN: Sesame and Lilies, or Selections (about 150 pages) 

DANA: Two Years Before the Mast 

LINCOLN: Selections, including at least the two Inaugurals, the Speeches in 

Independence Hall and at Gettysburg; the Last Public Address, and Letter 

to Horace Greeley: together with a brief memoir or estimate of Lincoln 
PARKMAN: The Oregon Trail 
THOREAU: Walden 

LOWELL: Selected Essays (about 150 pages) 
HOLMES: The Autocrat of the Bi'eakfast Table 
STEVENSON: Inland Voyage and Travels with a Donkey 
HUXLEY: Autobiography and selections from Lay Sermons, including the 

addresses on Improving Natural Knowledge, A Liberal Education, and A 

Piece of Chalk 
A collection of Essays by Bacon, Lamb, De Qufncey, Hazlitt, Emerson, and 

later writers 
A collection of letters by various standard writers 

GROUP V. POETRY 

PALGRAVE'S GOLDEN TREASURY (First Series): Books II and III, with 
special attention to Dryden, Collins, Gray, Cowper, and Burns 

PALGRAVE'S GOLDEN TREASURY (First Se:Mes) : Book IV, with special 
attention to Wordsworth, Keats, and Shelley (if not chosen for study 
under B) 

GOLDSMITH: The Traveller and The Deserted Village 

POPE: The Rape of the Lock 

A Collection of English and Scottish Ballads, as for example Robin Hood 
ballads, The Battle of Otterburn, King Estmere, Young Beichan, Bewick 
and Grahame, Sir Patrick Spens, and a selection from later ballads 

COLERIDGE: The Ancient Mariner, Chiistabel, and Kubla Khan 

BYRON: Chllde Harold, Canto III, or Canto IV, and Prisoner of Chillon 

SCOTT: The Lady of the Lake, or Marmion 

MACAULAY: The Lays of Ancient Rome, The Battle of Naseby, The 
Armada. Ivry 

TENNYSON: The Princess or Gareth and Lynette, Lancelot and Elaine, and 
The Passing of Arthur 

BROWNING: Cavalier Tunes, The Lost Leader, How They Brought the Good 
News from Ghent to Aix, Home Thoughts from Abroad, Home Thoughts 
from the Sea, Incident of the French Camp, Herve Riel, Pheidippldes, My 
Last Duchess, Up at a Villa — Down in the City, The Italian in England, 
The Patriot, "De Gustibus— " The Pied Piper, Instans Tyrannus 

ARNOLD: Sohrab and Rustum and The Forsaken Merman 

Selections from American Poetry with special attention to Poe, Lowell, Long- 
fellow, and Whittier 

B. STUDY 

GROUP I. DRAMA 

SHAKSPERE: Julius Caesar 
Macbeth 
Hamlet 

GROUP II. POETRY 
MILTON: L'Allegro, II Penseroso, and either Comus or Lycldas 
TENNYSON: The Coming of Arthur, The Holy Grail and the Passing of 

Arthur 
The selections from Wordsworth, Keats, and Shelley in Book IV of Pal- 
Grave's Golden Treasury (First Series) 

GROUP III. ORATORY 
BURKE: Speech on Conciliation with America 
MACAULAY 'S Speech on Copyright, and LINCOLN'S Speech at Cooper 

WASHINGTON'S Farewell Address and WEBSTER'S First Bunker HIM 
Oration 

GROUP IV. ESSAYS 
CARLYLE: Essay on Burns, with selections from Burns's poems 
MACAULAY: Life of Johnson 
EMERSON: Essay on Manners 



Newcomer's Literatures 



ENGLISH LITERATURE 

BY 
Prof. ALPHONSO G. NEWCOMER 

Cloth, gilt side and back stamps; 445 pages; 53 half- 
tone portraits ; smaller illustrations ; and an Appendix con- 
taining ( 1 ) Notes on the Language, (2) List of Minor Writers 
and Details of Literary Interest, and (3) Bibliography and 
Suggestions for Study. Price $1.25. 

In many periods and in several chapters Professor New- 
comer has bten unusually happy in his style and material, but 
his treatment of the nineteenth century period will probably 
attract widest attention on account of its completeness and 
lively interest. 

AMERICAN LITERATURE 

BY 
Prof. ALPHONSO G. NEWCOMER 

Cloth, gilt side and back stamps ; 364 pages ; 28 portraits ; 
and an Appendix containing ( 1 ) A Classified List of Late 
and Contemporary Writers, (2) A Chronological Outline, (3) 
List of Reference Books, (4) Suggestions for Reading and 
Study, (5) Index. Price $1.00. 

Few text-books have taken the high rank as literature that 
has been accorded Professor Newcomer's American Liter- 
ature. Many of its chapters are pieces of literary criticism 
that would of themselves establish the author's reputation. 
His judgments are sound and sympathetic and his style is 
mteresting, graceful, and effective. 

TWELVE CENTURIES OF ENGLISH POETRY 
AND PROSE 

BY 

ALPHONSO G. NEWCOMER. A.M., and 

ALICE E. ANDREWS, A.M. 

760 pages; cloth. Price $1.75. 
An extensive anthology invaluable for third and fourth year English. 

SCOTT. FORESMAN & COMPANY 

PUBLISHERS 
CHICAGO NEW YORK 



LIBRARY OF CONGRESS 



019 746 143 3 



The Lake English Classics 

General Editor: LINDSAY .TODD DAMON, A.B , Professor of 
English Literature and Rhetoric in Brown University 

ADDISON — The Sir Roger De Coverley Papers^ABBOTT 30c 

BROWNING — Selected FoeTOs— Reynolds 40c 

BUNYAN — The Pilgrim's Progress — Latham 30c 

BURKE — Speech on Conciliation with America — Denney 25c 

CARLYLE — Essay on Burns — AiTON 25c 

CH/iUCER — Selections — Greenlaw 40c 

COOPER — Last of the Mohicans — Lewis 40c 

COLERIDGE— Tfte Ancient Mariner, 1 , „„, vfnrinv o^r. 

LOWELL— Fisiora of Sir Launfal. ] ' vol.— moody J5c 

DE QUINCE Y — Joan of Arc and Selections — Moody 25c 

DE OUINCEY— Tfte Flight of a Tartar Trifte— French 25c 

DEFOE— fto6i«son Crusoe — Hastings 40c 

DICKENS — A Christmas Carol, etc. — Broadus 30c 

DICKENS — A Tale of Two Cities — Baldwin 40c 

DICKENS — David Copper/ield — Baldwin 50c 

DRYDEN — Palamon and Ahlte — Cook 25c 

EMERSON — Essai/s and Addresse'i — Heydrick 35c 

FRANKLIN — Autobiography — Griffin 30c 

GASKELL (M.IS. )—Cranford — Hancock 35c 

GEORGE ELIOT — Silas Marner — Hancock 30c 

GOLDSMITH— rfte Vicar of Wakefield — Morton 30c 

HAWTHORNE— rAe House of the Seven Gables — Herrick 35c 

HAWTHORNE — Twice-Told Tales — Herbick and Bruere 40c 

IRVING — Life of Goldsmith— KRAPP 40c 

IRVING — The Sketch BooS— Kbapp 40c 

IRVING — Tales «/ a Traveller — ^and parts of The Sketch Boot — Krapp 40c 

LAMB — Essays of Elia — Benedict 35c 

LONGFELLOW — Narrative Poems — POWELL 40c 

LOWELL — Vision of Sir Latmfal — See Coleridge. 

MACAULAY — Essays on Addison and Johnson — Newcomer 3fle 

MACAULAY — Essays on Clive and Hastings — Newcomer 35c 

MACAULAY — Goldsmith, Frederic The Great, Madame D'Arblay — New- 
comer 30c 

MACAULAY — Essays on Milton and Addison — Newcomer 30c 

MILTON — L' Allegro, II Penseroso, Comus, and Lycidas — Neilson. . , , 25c 

MILTON — Paradise Lost, Books I and II — Farley 25c 

PALGRAVE — Golden Treasury — Newcomer 40c 

PARKMAN — The Oregon Trail — Macdonald 40c 

POE — Poems and Tales. Selected — Newcomer 30c 

POP%— Homer's Iliad, Books I,VI, XXII, XXIV— Cressy and Moody 25c 

RUSKIN — Sesame and Lilies — Linn 25c 

SCOTT — Ivanhoe—Smoi^DS 45c 

SCOTT — Quentin Durtvard — Simonds 45c 

SCOTT— Lady of the Lake — Moody 30c 

SCOTT — Lay of the Last Minstrel — Moody and Willard 25c 

SCOTT — Marmion — Moody and Willard 30c 

SHAKESPEARE — The Neilson Edition — Edited by W. A. Neilson. As 
You Like It, Hamlet, Julius Caesar, Macbeth, Twelfth Night, Henry 

V, Midsummer -Night's Dream, each 25c 

SHAKESPEARE — Merchant of Venice — LOVETT 25c 

Shorter English Poems — From Gray, Goldsmith, Byron, Macaulay, 

Arnold — Scuddbr 35c 

STEVENSON — Inland Voyage and Travels with a Donkey — Leonard. 35c 

STEVENSON — Treasure Island — BrOadus 25c 

TENNYSON — Selected Poems — Reynolds ^ 35c 

TENNYSON— T/!« Princess- COPELAND 25c 

THACKERAY — Henry Esmond— THEhVS 50c 

THACKERAY — English Hamorists— Cunliffe and Watt 30c 

Three American Poems — The Raven. Snow-Bound, Miles Standlsh — 

Washington, WebsterV Lincoln— Dennev.'. "^Sc 

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